Abstract
Fluency is a central concept in applied linguistics and language learning, but is surprisingly not well understood and ‘is used with a confidence which hardly seems justified in view of the scarcity of accounts governed by anything other than intuition’ (Guillot, 1999, p. vii). It is very often used without definition, sometimes with a definition that lacks a theoretical grounding, and is used to refer to many different interrelated concepts within language. Fluency is a complex phenomenon, and using it as a simple concept on a single continuum from low to high fluency is oversimplified and results in confusion and equivocation when discussing how to address fluency in the classroom. In this chapter, I would like to clarify the concept of fluency, and then discuss what kind of activities can help to address these areas in the classroom.
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Kirk, S. (2014). Addressing Spoken Fluency in the Classroom. In: Muller, T., Adamson, J., Brown, P.S., Herder, S. (eds) Exploring EFL Fluency in Asia. Palgrave Macmillan, London. https://doi.org/10.1057/9781137449405_7
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DOI: https://doi.org/10.1057/9781137449405_7
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