Accuracy and fluency are two key the different parts of second dialect acquisition. In today's world, it appears that learning the utilization of sentence structure and focusing on exactness are emphasized by many vocabulary students over fluency. This subject matter of accuracy and reliability and fluency has been a controversial issue that is discussed for quite some time. Even though some formalists argue that learning a dialect means learning varieties and guidelines, some activists have a different view and declare that learning a language means learning how to use a dialect (Eskey, 1983). Thus, this article will claim that reliability is not necessarily more important than fluency. It will depend on learners' needs and the goal of instructions in second vocabulary acquisition.
In order to show this, this article will first focus on the importance of precision and fluency in British learning and show they are both essential by looking at two different coaching methods. Second, it'll turn to discuss both accuracy and reliability and fluency in term of learner goals, learner factors and instructional parameters. Third, it'll suggest what dialect teachers must do to cope with the issue and find the right balance between them.
The need for accuracy and reliability and fluency
In this section, it'll be argued that both exactness and fluency are needed in second terms acquisition. There's been much conversation about both of these components, with arguments put forward to get either one of the other. However, it'll be shown that neither element is useful minus the other.
Early teaching methods promoted accuracy over fluency. For instance, the Grammar-Translation Method has been used by language teachers for quite some time. It's the traditional style of coaching method emphasizing grammar description and translation (Make, 2001). In such a method, it is important for students to learn about the form of the mark terminology. The role of the teacher is the authority. Students merely do what the professor says and study from the professor, and many students consider that accurate answers are essential. If indeed they make mistakes or do not know an answer, it is the teacher's duty to provide them with the right answer.
However, accuracy cannot be thought to be enough in words learning. Matching to Larsen-Freeman (2000), in the Grammar-Translation Method, the words that can be used in class is mostly the students' native language. In cases like this, there is much less attention to second terms speaking and listening. When it comes to speaking and tuning in skills, fluency must be taken profile in dialect learning.
For this reason, other methods have emphasized fluency in dialect learning. It is clear that these approaches are built on learning the utilization of terms not on learning the usage of it. For example, compared with the Grammar-Translation Method, Communicative Dialect Teaching (CLT) stresses the process of communication alternatively than just focusing on language forms (Larsen-Freeman, 2000). Because the idea of CLT places an emphasis on fluency, problems of form is seen as a natural outcome of the development of communication skills.
Another argument towards fluency is the implementation of language within an real environment. In real life, language is mostly used expressing feeling and thought (Eskey, 1983). When there is a purpose to switch meaning, fluency is the main element element during communication. While interacting with one another, spanish learners often face the difficulty, that is, what they learn how to say does not achieve their communicative goal. To be able to bridge the distance of such discrepancy, learners might use communicative strategies, such as prediction to make the communication successful. It is because if communicators are in the same framework, one may anticipate the actual other is going to say next.
For example, before the 2008 Olympic Games in Beijing, taxi cab individuals in Beijing were trained in order to obtain English speaking capacity so that they could communicate with foreign travelers fluently. In this situation, although the taxi cab individuals were poor at grammar guidelines, they still can talk to foreigners. This is because the drivers can predict where in fact the foreign passenger should go since their destination may be related to the Olympic Games.
In this case, although some grammatical errors are present, communicators can still understand one another because they're in the same framework. When listeners c