NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ928532
Record Type: Journal
Publication Date: 2011-Jun
Pages: 36
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0023-8333
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization
de Jong, Nel; Perfetti, Charles A.
Language Learning, v61 n2 p533-568 Jun 2011
The present study investigates the role of speech repetition in oral fluency development. Twenty-four students enrolled in English-as-a-second-language classes performed three training sessions in which they recorded three speeches, of 4, 3, and 2 min, respectively. Some students spoke about the same topic three times, whereas others spoke about three different topics. It was found that fluency improved for both groups during training but was maintained on posttests only by the students who repeated their speeches. These students had used more words repeatedly across speeches, most of which were not specifically related to the topic. It is argued that proceduralization of linguistic knowledge represented a change in underlying cognitive mechanisms, resulting in improvements in observable fluency.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A