Abstract
In the opening pages of this book, the editors draw attention to an important dilemma for English teachers in Asia and other EFL contexts when they describe their students’ ‘typically negative experiences of compulsory language education’… ‘Coupled with the… often stated goal of becoming “fluent in English”’ (p. 2). Nation (Chapter 1) examines this issue from a whole-language perspective, seeing fluency as ‘the ability to process language receptively and productively at a reasonable speed’ (p. 11), and offers valuable insights into the sort of classroom activities that can be used to promote this definition of fluency, while Peppard (Chapter 5), takes a lexicographic approach, showing that prefabricated lexicogrammatical patterns ‘are necessary for real-time language processing to appear fluent’ (p. 95). Nation and Peppard deal with fluency from the perspective of the engaged teacher who wishes to develop fluency effectively in his/her students. Murphey (Chapter 3) takes a more student-centered approach, exploring the possibilities and dimensions of scaffolding participating, agencing, and fluencing (SPAFF), and shows how these might be realized in the classroom, enabling teachers to facilitate learning though inging, looping, shadowing, and summarizing.
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© 2014 Andrew Finch
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Finch, A. (2014). Fluency through Attitude Change. 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_5
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DOI: https://doi.org/10.1057/9781137449405_5
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