In EFL contexts, an absence of chances to develop fluency in the language classroom can lead to marked limitations in English proficiency. This volume explores fluency development from a number of different perspectives, investigating measurements and classroom strategies for promoting its development.
Mục lục
An Introduction to Exploring EFL Fluency in Asia; Theron Muller and Philip Shigeo Brown PART I: FLUENCY IN CURRICULUM 1. Developing Fluency; I. S. P. Nation 2. Employing a Fluency-Based Approach to Teach the TOEFL i BT: An Action Research Project; Steven Herder and Gregory Sholdt 3. Scaffolding Participating, Agencing Friending and Fluencing; Tim Murphey 4. Fluency through Attitude Change; Andrew Finch 5. A Lexicogrammatical Approach to Fluency; Jason Peppard PART II: SPEAKING FLUENCY 6. Addressing Spoken Fluency in the Classroom; Steven Kirk 7. An Exploration of Effective Teaching Approaches for Enhancing the Oral Fluency of EFL Students; Sakae Onoda 8. The Influence of Intentional Reasoning on EFL Fluency Using Tasks; Tomohito Ishikawa PART III: WRITING FLUENCY 9. Implementing and Evaluating Free Writing in a Japanese EFL Classroom; Theron Muller 10. Assessing Fluency: A Framework for Spoken and Written Output; Sue Fraser 11. Recent Developments in Writing Fluency Measurement; Muhammad M. M. Abdel Latif PART IV: READING FLUENCY 12. Building Fluency with Extensive Reading; Rob Waring 13. Extensive Reading and Students’ Academic Achievement: A case study; Mu He 14. Improving Reading Fluency: An Investigation into Timed Reading; Andrew Atkins 15. Improving Fluency in EFL Reading Comprehension in Adolescents with Learning Difficulties; Carol Goldfus PART V: LISTENING FLUENCY 16. Developing Listening Fluency in Asian EFL Settings; Michael Rost 17. How Can We Enhance EFL Learners’ Listening Fluency? Teaching Connected Speech to Japanese University Students Using Songs; Junko Matsuzaki Carreira 18. Does Autonomous Listening Increase Fluency?; Ya-Chin Tsai ?
Giới thiệu về tác giả
Muhammad M. M. Abdel Latif, Institute of Educational Studies, Cairo University, Egypt Andrew Atkins, Kinki University in Osaka, Japan Philip Shigeo Brown, Konan Women’s University, Japan Junko Matsuzaki Carreira, Tokyo Keizai University, Japan Andrew Finch, Teachers’ College of Kyungpook National University, Korea Sue Fraser, Seisen Jogakuin College and Shinshu University, Japan Carol Goldfus, Levinsky College of Education, Israel Mu He, Chongqing Normal University, P.R. China Steven Herder, Doshisha Women’s College of Liberal Arts in Kyoto, Japan Tomohito Ishikawa, Soka Women’s College, Japan Steven Kirk, University of Tokyo, Japan Theron Muller, University of Toyama, Japan Tim Murphey, Kanda University of International Studies, Japan Paul Nation, Victoria University of Wellington, New Zealand Sakae Onoda, Kanda University of International Studies, Japan Jason Peppard, Yamagata University, Japan Michael Rost, Teacher Trainer, USA Gregory Sholdt, Kobe University in Japan Ya-Chin Tsai, National Chiayi University, Taiwan Rob Waring, Notre Dame Seishin University in Okayama, Japan.
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