Creative Automatization: Principles for Promoting Fluency within a Communicative Framework

Gatbonton, Elizabeth; Segalowitz, Norman

doi:10.2307/3587290

Cited by 127 publications

(74 citation statements)

References 27 publications

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“…For SLA, Widdowson (1989) has argued that the ability to use linguistic knowledge for communication depends less on the use of rules to assemble utterances from scratch than it does on having available a stock of partially pre-assembled patterns and formulaic frameworks, using rules primarily to make those adjustments to formulae that are necessary according to contextual demands. Gatbonton and Segalowitz (1988) and Arevart and Nation (1991) have advocated a number of classroom teaching techniques in harmony with instance theory, procedures designed to promote the automatization of specific utterances and utterance frames rather than the routinization of structures or rules.…”

Section: Instance Theorymentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

335

187

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Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

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Section: Instance Theorymentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

335

187

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“…It also shows all phases aiming to promote both components of fluency: selection fluency and automatic production fluency (Gatbonton & Segalowitz, 1988). Selection fluency is the ability to select the right thing to say, to whom, and when.…”

Section: Elizabern Ga1bonton/guuing Gumentioning

confidence: 99%

“…Our conclusions have been that pedagogical tasks may sometimes be the same as real world tasks (e.g., to help students write a CV, they are asked to write a CV in the classroom) but there is no inherent need for them to be always so, as long as certain conditions are met. These conditions are 1) the participants themselves have real control of the flow, direction, and nature of the conversations; create their own intentions; and select the means with which to express them; 2) that the participants experience the tensions and pressures of real communications such as those arising from not knowing what their interlocutors would say or from having to make sense of their interlocutor's utterances under time pressure (See also Gatbonton & Segalowitz, 1988).…”

Section: Putting the Cclc Curriculum Development Experiences In Perspmentioning

confidence: 99%

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

Gatbonton¹,

Gu²

1994

TESL

Self Cite

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Current knowledge about curriculum development (CD) comes into sharper focus when viewed in the light of experiences gained from developing curricula in different settings. The more distinct the new setting is from previous CD sites, the more interesting the perspective gained about this knowledge. In this paper we discuss a CD project set in Beijing, China. The challenges posed by developing curriculum in this unique setting are numerous. Foremost are those arising from having to negotiate a work-oriented English as a Second Language (ESL) curriculum acceptable to two groups of teachers with different cultural and professional backgrounds who must not only raise the proficiency level of heterogeneous groups of learners in a short period of time but must also participate in an exchange of skills program involving the new curriculum.

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“…In all conditions, sentences were presented in meaningful textual contexts, (Gatbonton & Segalowitz, 1988;Hulstijn, 2001). Students were instructed to read texts thematically organized in the following way.…”

Section: Treatmentmentioning

confidence: 99%

Effects of Fluency Training on the Application of Linguistic Operations in Writing

Gelderen¹,

Oostdam²

2005

L1-Educ Stud Lang Lit

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ABSTRACT. In this article we report the results of a classroom experiment in grades 5 and 6 of primary education directed at improving children's writing skills. Our theoretical assumption is that increased fluency in the use of linguistic operations facilitates students' attention to the meaning level of their texts, resulting in better comprehensibility. We discriminated four conditions for improving linguistic fluency: (1) implicit instruction with attention to linguistic forms, (2) explicit instruction with attention to linguistic forms, (3) implicit instruction with attention to meaning, and (4) explicit instruction with attention to meaning. The experiment consisted of a post test-only design with randomised assignment to experimental groups within a classroom. Effects of instructional conditions on children's ability to use linguistic operations were explored in writing tasks with less constraints (LCT) or more constraints (MCT) on the translation process. Results show that the students in the experimental conditions performed better in the semantic application of linguistic operations in the LCT task, but not in the MCT task, compared to the control group. This result supports our theoretical assumption that increased fluency results in a better control of the semantic consequences of linguistic operations and therefore in better writing.

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Creative Automatization: Principles for Promoting Fluency within a Communicative Framework

Cited by 127 publications

References 27 publications

Psychological Mechanisms Underlying Second Language Fluency

Psychological Mechanisms Underlying Second Language Fluency

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

Effects of Fluency Training on the Application of Linguistic Operations in Writing

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