International Conference on English Language,

Literature and Linguistics

American College, Madurai.

On 26 July, 2017

Augmenting Spoken Fluency of ESL Learners through

Author Co-author

Xavier Raj J Dr V. David Jeyabalan

PhD Scholar Associate Professor

Department Of English Department Of English

Loyola College, Chennai - 34 Loyola College, Chennai - 34

Teaching: An Interventional Study among the Tertiary Students.

Abstract

The ability to speak English is now increasingly needed both for higher studies

and employment. The success in developing the ability to communicate orally in a

target language requires strategic teaching and training. This article is based on

the notion that the pedagogical factors are primarily responsible for the learners’

performance in the target language. Hence it attempts to explore the ways and

means of improving their spoken fluency through task-based language teaching.

The study was carried out with the learners of English as L2 at the tertiary level.

A pre-test and a post-test were conducted to determine their existing level of

spoken fluency in English and the learning outcome respectively. A teaching

program for 25 days was conducted to develop their speaking skills as a whole

and their spoken fluency in particular. An empirical study was done by the

researcher with Questionnaires, Semi-structured interviews and Observation

sheets (Pre-test and Post-test) being the tools. The findings suggest that along

with the marked improvement in their spoken fluency, the learners’ confidence

has also increased, which in turn has made them shift their focus from fluency to

grammatical accuracy that includes sentence structures, vocabulary and grammar.

The analysis of the data reveals that task-based language teaching is an effective

tool to augment learners’ oral fluency and their proficiency in English.

Key terms: Augmentation, Task-Based Language Teaching, Spoken Fluency,

Intervention, Tertiary Learners.

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Introduction

Language learning is believed to be effective when learners are immersed

not only with “comprehensible input” but also with tasks that require them to

negotiate meaning and engage in naturalistic and meaningful communication.

Task-Based Language Teaching (TBLT) refers to an approach, based on the use

of tasks as the core unit of planning and instruction in language teaching. This

approach is motivated primarily by a theory of learning rather than a theory of

language. In common with the realization of communicative language teaching,

TBLT emphasizes the central role of meaning in language use. Skehan (1998)

notes that in Task-Based Instruction (TBI), “meaning is primary.....the assessment

of the task is in terms of outcome.” This study investigates the use of TBLT

through an interventional programme to develop the spoken fluency of the second

language learners at the tertiary level.

Objectives

The main objective of this study is to augment the spoken fluency of the

ESL learners at the tertiary level. It was explored with the intervention

programme that involved tasks from the real-life situations which make the

learners to participate actively. The tasks were created after careful examination

of the need and the level of the learners. The study also attempted to find answers

for related research questions, such as

1. Is using TBLT as an approach for augmenting spoken fluency of the ESL

tertiary learners of the rural setting more effective?

2. Does the use of TBLT help the learners to shed their inhibition to

participate in learning and develop fluency?

“Great speakers are not born, they’re trained”, said Dale Carnegie.

Speaking is significant to an individual’s living process and perhaps it is the most

natural way to interrelate with others. It is an interactive process of creating

meaning that consists of producing, receiving and processing information.

Speaking is considered to be one of the parameters to measure proficiency in a

particular language. A person is very often judged by the ability to converse with

others, much more than the ability to read, write, or comprehend oral language.

J.C. Richards and W.A. Renandya (2003) report that a large percentage of the

world’s language learners acquire English in order to develop proficiency in

speaking.

Scott Thornbury (2005) claims that speaking poses a real challenge to

most of the language learners and the main difficulty with speech is the problem

of “impermanence” of combinations. Since the “Words are being spoken as they

are being decided and as they are being understood” (Bygate, 1987). The process

of speaking demands speaker’s decision making ability, so that anyone knows

why, what, how and when to speak, depending on the cultural and social context

in which the act of speaking occurs.

Fluency

According to J.C. Richards and R. Schmidt (2002: 204), fluency refers to

“the features which give speech the qualities of being natural and normal,

including native-like use of pausing, rhythm, intonation, stress, rate of speaking,

and use of interjections and interruption”. It further describes the features of

fluency, as follows: The ability to

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  Generate written and/or spoken language effortlessly.

 Speak with a ‘good’ but not essentially with a ‘perfect’ grasp over

intonation, vocabulary, and grammar.

 Express thoughts ‘effectively’.

 Produce speech continuously ‘without causing comprehension difficulties

or a breakdown of communication..

While investigating fluency, C.J. Fillmore (1979) conceptualized fluency

in four different ways (as cited in Brumfit, 1984: 53). He stated that fluency

includes the following abilities to:

 Fill time with talk (i.e. to talk incessantly).

 Talk in coherent, reasoned, and semantically dense sentences.

 Have appropriate things to say in a wide range of contexts. So that the

speaker is affluent for words while talking.

 Be able to understand jokes, punning to name a few and respond

accordingly, thus he/she should be ‘creative’ and ‘imaginative’ in using

the language.

Task-based Language Teaching (TBLT)

Task-based language teaching (TBLT) was introduced since it was felt

that it has “strong links with communicative language teaching” (Nunan, 2004).

This change had extensive effect on pedagogy, as it led to the development of

activities, which focused on meaning rather than form and learners’ needs, and it

also influenced syllabus design, teaching methodology and evaluation. In the

1980’s, Prabhu experimented on the use of task-based approaches in classroom

for which he selected state secondary school classes in Bangalore.

claimed that naturalistic exposure and use of language were essential for language

development and task-based language teaching was perhaps best suited to deliver

this concept. The effectiveness of task-based language teaching was also

highlighted by American Government Language Institutions. They found that

with task-based instruction and authentic materials, learners progressed much

rapidly and were able to use the language in real-world circumstances with a

reasonable level of efficiency (Edward & Willis: 2005).

Rationale of Task-based Language Teaching

According to task-based language teaching method, a task enables learners

to focus on exchange of meaning in the real-world situations (Ellis: 2003).

Moreover, research in second language acquisition has shown that tasks can be

used to “elicit language production, interaction, negotiation of meaning,

processing of input, and focus on form, all of which are believed to foster second

language acquisition” (Branden, 2008).

Task-based language teaching also satisfies Jane Willis’ (1996) three

essential conditions for language learning i.e. exposure, use and motivation since

these communicative task-completion activities engage learners in authentic,

pragmatic, and contextual use of language. Nunan (2004) maintains that while

doing the tasks, learners have a chance to practice language extensively,

facilitating language acquisition through ample amount of exposure.

Learners develop skills when they are pushed to perform in the classroom

(Nunan: 2004). Tasks are designed in such a way that learners will be persuaded

to interact with the teacher or their peers. They will make use of the limited

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knowledge language they have at their disposal to complete the given task. In the

process, some learners would ‘innovate’ from their existing knowledge thus

resulting in ‘pushed output’ where learners will be “pushed by the task to the edge

of their current linguistic competence” and they will create their “own meanings

and, at times, their own language” (Nunan, 2004: 33). Hence it was decided by

the researcher to make use of TBLT for the purpose of enhancing the fluency of

the learners which is the focus of this study.

Demography

The sample considered for the study is the ESL tertiary learners. It was

conducted for 52 learners of English, placed there immediately after their

schooling. They were from different disciplines of arts and Science from a rural

area of the southern districts of Tamil Nadu. Most of their parents were farmers

and home makers, except a few who were small scale merchants and drivers. All

of them were from the regional medium schools having around 10 years of

exposure to English as one among the subjects in the curriculum as designed by

the state government. Since they were uncomfortable communicating in English

naturally they preferred to talk in their mother tongue, Tamil.

Need for the Intervention Programme

A gap, observed by the researcher between the needs and the teaching

learning programme, led to this study. The learners could not wait long till they

learnt everything perfectly (to state a few.., Chunks and phrases, Grammar, Stress,

Intonation and pronunciation like the skills of speaking). Hence, the researcher

felt to intervene using the task based language teaching wherein they were pushed

into the real world tasks which could make them express verbally in the target
language. The reason was the belief that any language in the beginning was not

produced in well informed and fully constructed sentences, but in small chunks.

This becomes possible with the method of task based language teaching by

making them participate in the tasks that consequently results in involvement and

production of the language being acquired. Distributed

Methodology used for the study

As part of the study, the learner’s questionnaire was developed and

administered to the learners of ESL. This questionnaire was used as a research

tool to create learners’ profile. It consisted of 34 questions aimed at eliciting

information about learners’ attitude towards learning English, their participation

in classroom discussions and activities, their use of English language in day-to-

day life, and their opinion about their own speaking skills. Teachers’ teaching

practices, with respect to developing learners’ speaking skills were also enquired

through the questionnaire. It was followed by the intervention programme.

After preparing the teaching modules based on TBLT for the intervention

programme, it was followed by a diagnostic test, classroom observation, conduct

of pre-test and post-test questionnaires and unstructured interviews as part of the

methodology. Since the study involved oral fluency the recording device was also

employed. After that the questions were analysed and interpreted to arrive at the

findings.

Research Tools

1. Diagnostic test

2. Classroom observation using a checklist

3. Questionnaire

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 4. Unstructured/Informal Interview

5. Pre-test and Post-test

6. Audio Device (to record learners’ oral responses).

Teaching Intervention Programme

Considering the low proficiency level of the learners based on the

observation, it was assumed that an intervention, in the form of a customized

teaching programme could improve learners’ existing level of spoken fluency.

Keeping this in mind, a teaching programme, based on TBLT was designed to

develop the spoken fluency of the learners.

Since, the programme was designed on the basis of TBLT principles, the

researcher developed various tasks aimed at developing the speaking skills of the

learners. TBLT was adopted because, it’s framework provides three essential

conditions for language learning: (i) exposure, (ii) use, and (iii) motivation

(Willis: 1996), and the present study attempted to develop spoken fluency through

these learning conditions.

For the purpose of illustration, a module based on TBLT used for the

intervention programme is described here.

 Module:

Task: ‘Ordering and Sorting’ (Group Activity)

Instruction: Below you find a list of things you need for a tour on a summer

vacation to cold stations across the states. The list is exhaustive; but you can take

only seven among those provided. Choose and enlist them. Substantiate the
reasons for your choice. Let the co-ordinator of the group present it to the class

justifying what, how and why you have done this manner.

1. Blankets

2. Bag

3. Dress

4. Bathing kit

5. Shawl

6. Shoe & Socks

7. Gloves

8. Nuts & Dry fruits

9. Credit card

10. Aadhar card

11. Mobile phone

12. Towel & Trousers

While doing the tasks, learners were persuaded to communicate with as

little support as possible from the researcher. He gave here some linguistic

support to accelerate the discussion and participation, because the learners needed

to agree, disagree, ask for opinion and suggest arriving at a common consensus.

The linguistic support included learning expressions such as, - I agree ….

I’m with you on this, that’s what I think too - for agreeing and I take your point,

but …, I don’t agree at all, I see your point, but… - for disagreeing. They were

also expected to learn expressions like, what do you think of…? , what are your

ideas/ opinion about…, any idea on that – for asking opinions and expressions

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such as Shall we …. (+verb without ’to’) ? , would you like to… (+verb) ? , what

about … (+-ing) – for making suggestions.

The designed teaching programme in the form of intervention was

conducted in 20 teaching session over a period of 25 days. A total number of 20

tasks were designed based on the learners’ need and level that can interest them.

Through the modules, the researcher attempted to provide sufficient opportunity

to the learners, to communicate in English inside the classroom through different

tasks, since it is one of the essential conditions of language learning.

Tasks given to the learners focused on message/meaning, because those

tasks had a clear learning outcome and encouraged learners to use the target

language to achieve their goals. Moreover, they also enabled learners to express

themselves without being conscious of grammatical accuracy. Therefore,

meaning-focused and simple tasks were employed for this teaching programme as

the tasks attempted to promote uninhibited communication/interaction among the

learners, which was essential to develop their spoken fluency. The language use

that results from performing the tasks (example: asking and answering questions,

planning, and reasoning) would reflect the language use that occur in real-world

communication.

The structure of the tasks adopted during the teaching intervention period

was in the line suggested by Willis (1996) that included,

(a) Performing a communicative task

(b) Planning a report of performance

(c) Reporting the task results to the class

not corrected; instead they were encouraged to communicate as much as possible

in English. Brumfit (1984) claims that excess focus on accuracy can impede

learning and it can result in loss of learners’ confidence through teachers’ over

correction. Parrot (1993:197) adds saying, “the accurate use of language is a

component in this ability (fluency). But over attention to accuracy in the learning

process may actually inhibit the development of fluency.”

According to Eillis (2009), the purpose of the pre-task phase is to prepare

students to perform the task in ways that will promote acquisition and it can be

done through the following three approaches: motivation, focus on cognitive

demands, and focus on linguistic demands. Thus, at the beginning of each task,

vocabulary items, grammatical structures, or functions that the learners needed to

use, were written on the board or explained briefly. Along with this, tips on public

speaking/oral presentation were also given them. And often the researcher

encouraged the learners by assuring them that they were capable of doing the

tasks.

In the task cycle, learners rearranged their sitting positions to form a

circle before performing each task. Learners were also given enough time to plan

and rehearse their talk before performing the task in the class and they were also

allowed to speak based on their own writing and drawing. This provided learners’

control over the task. However, a time limit was given for completing each task

i.e. learners were informed that they had to finish the given task within a specific

time period. During the course of discussions the learners were supported and

encouraged, and were given feedback on their performance.

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 In the post-task phase, learners orally reported the task which was either

prepared by them individually, or on pairs or, or in groups. To help learners

verbally present a task to the entire class, the researcher often prompted them with

phrases and keywords. During the performance of the task, learners were

constantly persuaded to speak fast (without a great deal of pause or hesitation) by

using large planned chunks or phrases. The features which form the basis for lack

of fluency according to Fulcher (2003:30) were observed in the responses of the

learners in both the tests. They are,

 Hesitations consisting of pauses, which can be unfilled (silence) or filled

(with noises like ‘enm’)

 Repeating syllables or words

 Changing words

 Correcting the use of cohesive devices, particularly pronouns

 Beginning in such a way that the grammar predicts what comes next, but

the speaker changes the structure of the utterance part way through.

Observations: It was difficult for the learners to sustain a conversation in

English; they could not prolong/maintain their speech even for short duration.

Most of the learners paused often while trying to search words to complete a

sentence. On a few occasions, some learners switched over to mother tongue

when it was difficult for them to continue speaking in English. Other features like

lack of confidence in speech, inability to speak in English, hesitation, low self-

esteem and so forth were also observed in their speech. Lack of confidence made

their speech inaudible and difficult to comprehend. Learners often repeated words

and phrases, and sought the help of fillers to verbalize them. Their speech

consisted of broken sentences, short phrases, isolated words and the rest., instead
of complete sentences. Often it required constant inputs and support from the

researcher to yield vocal responses from them. Their speech was slow, uneven,

and also extremely hesitant or jerky. Learners seemed to grope for words or

fumbled while speaking.

Findings of the Study

However at the end of the intervention programme, it was recorded that

the oral performances of the learners’ in the pre-test and post-test had not only

shown marked improvement in their spoken fluency but also their confidence

level had increased. The quality of their speaking in English improved with

respect to sentence structure, vocabulary, grammatical correctness and

sustainability of speech. This affirms Nation and Newton’s (2009) claim that as

fluency increases, accuracy is also enhanced simultaneously.

It was also observed from the post-test presentation that the learners’

quantity of talk was increased, inhibitions were overcome only to improve their

spoken fluency and, the cognitive processes like comprehending, reasoning,

evaluating, interacting, producing or manipulating were found at work in the

target language.

This study observed an overall improvement in the learners’ spoken

fluency in English. It was understood that with sufficient motivation, exposure to

the language and also with opportunity to use the language, learners could exhibit

improvement in their oral proficiency. Thus TBLT programme is an effective tool

for incorporating these three learning conditions inside the classroom. Teachers

can use it as a pedagogical tool to develop learners’ oral proficiency in English so

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that they are equipped with this essential skill to succeed, both professionally and

personally.

References

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Willis, D., & Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford

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Journal Articles

Kumaravadivelu, B. (1991). Language Learning Tasks: Teacher intention and

Learner interpretation. ELT Journal, 45, 98-107.

Lennon, P. 1990. Investigating Fluency in EPC: A Quantitative Approach

Language Learning. 40, 387 – 417.

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Nation, I.S.P. 1997. Developing Fluency in Language use. KIFL Academic

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