DOI: 10.5176/2345-7163_1.1.9
Authors: Sakae Onoda
Abstract:
This paper presents the results of an investigation into the effects of a teaching approach that integrates the four skills based on linked-skills tasks, i.e., an approach that employs a sequence of tasks based on the same text but using different language skills, on English fluency in Japanese university classrooms. Students were instructed to watch an easy news clip, then read the text, answer comprehension questions, write a summary and reaction, and speak about it to a few partners. The
teaching procedure includes such fluency-enhancing elements as recycling and deep processing of vocabulary (i.e., using words in multiple contexts), using formulaic sequences, and automatization. Participants in this study were second-year upper-intermediate level English majors taking a Media English course. Classes met twice a week for the academic year. Quantitative data were gathered from tests administered at the beginning and at the end of the year. Speaking fluency was measured using an interview test that assessed the rate of speech and a standard college speaking test. Results showed that speaking fluency significantly improved as measured by both tests, thus lending support to the adaptation of a skills integrated teaching approach.
Keywords: automatization, speaking fluency, a linked fourskills teaching approach, formulaic sequences
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