Thursday, January 23, 2014




  1. Information in the slides is obtained from the module of TSL3108, for the use of students of PPG TESL Sem 4 Ambilan Khas Feb 2013, IPTHO

  2. TASK: When you teach grammar to your pupils in the primary ESL classroom, which comes first; fluency or accuracy? Provide a real life situation in your teaching of grammar to pupils in the primary ESL classroom showing your preference.

  3. Fluency vs Accuracy
    From my reading and understanding,fluency is requirement to do something and
    accuracy is the ability to do something without mistake. When teaching grammar to pupils in the primary ESL classroom fluency or accuracy based on the situation.
    1) Please teacher I go to toilet? (wrong)
    Please teacher, may I go to the toilet? (correct)
    The sentence show that fluency is come first before accuracy because
    purposes;using the languages in spontaneous situations, materials;conversations,
    activities;students error are not corrected
    Maria bt Zainal
    Ppg Tesl 4

  4. My personal opinion on fluency is the ability to use English in a spontaneous communication but accuracy is about perception and production of sound, word or even a sentence. I strongly choose accuracy over fluency in my grammar lessons.

    In teaching grammar items for year 3 pupils, I have to persist for most of the time because its their first stage in learning grammar formally.
    Example ;
    While teaching nouns, pupils must know the sound of words and can say them accurately because there are nouns that similar to verbs and adjectives. Wrongly pronounce, they caters different meanings and its involve accuracy.

    1. Hi, Sis Ima,

      Fluency vs Accuracy.
      I would agree with your opinion to choose accuracy than fluency in teaching Year 3 pupils. Formally they didn't learn any Grammar item in Year 1 or Year 2. They only learn informally in the classroom with their teacher or at home with their parents.
      Pupils should know how to pronounce the words correctly and accurately then only they can know and make the different between each words taught by the teacher.

      As for example, teacher can use picture cards or use LCD projector to show the different between :
      1) This is a tree.
      2) This is number three.
      3) There are three mango trees in the orchard.

      Teacher also can use song or games and prepare some notes (using pictures) for the pupils on the notice board. So the pupils can read the notes during their free time. In teaching grammar to our pupils, we must have a lot of patience and we must drill them from time to time.

  5. I think fluency is most important while teaching grammar to pupils in the primary ESL classroom. Ultimately learners will need to demonstrate both simultaneously in their language production written and spoken. But in the process of learning and becoming advanced users of English accuracy and fluency will take on different levels of importance at different stages of learning and according to the language point / activity purpose being taught. The accuracy / fluency question also depends on the purpose of the activities which are doing in the class. Controlled speaking practice such as drills and information exchanges are working on accuracy. Freer speaking production is working on fluency.

    For a example pupils did a lot grammar mistakes while communicate each other in the classroom….
    1) Teacher : Why you didn’t come to school yesterday?
    Student : I go hospital to visit my grandmother. (wrong)
    ( In this dialogue the answer should be in past tense )

    Uma Mageswari D/O Balakrishnan

    1. I agree with your opinion and I would like to share my experience and some of the ways teaching grammar by fluency. Typical strategies include listening to fluent English, building receptive vocabulary through repetition and schema building, using gestures to show comprehension, and choral reading. Students might read structured dialogues or practice short phrases or sentences repeatedly for fluency. As they build listening comprehension and vocabulary, students can move onto lessons that demand slightly higher levels of interaction, centered on skills such as:
      using common social greetings
      engaging in community-building activities such as describing schedules and pastimes
      discussing current events or pop culture
      expressing an opinion
      explaining why they did something

      ESL teachers can build the vocabulary of ELLs through motivating activities. Direct vocabulary instruction has its place – particularly when students must master grade-level content – but authentic instruction is more meaningful to students. Some best practices for building listening and speaking vocabulary include:
      having short, targeted discussions about interesting themes
      sharing images or objects that spark conversation
      watching short videos on art, music, dance, science or other relevant themes
      reciting rhymes, jokes, and poetry
      using music, rhythm, songs, tongue twisters, or a mnemonic device that reinforces the meanings of challenging words
      playing games such as charades that pair an action or gesture with a vocabulary word.

      The most powerful tool ESL teachers have for teaching correct grammar during speaking activities is their own English fluency. Modeling correct sentence structure and grammar gives students ample opportunity to hear and rehearse the target language. If more advanced speakers or native speakers are integrated into the classroom, instructors should use their language abilities as models as well.

      Ganesan Veerappan
      PPG Tesl Sem 4

  6. I would emphasize fluency as that will help my students to try to speak in the target language.

    My believe is that the learning of a language is about communiction, thus i feel that fluency should be the main goal in the teaching and that it should be practiced right from the start.

    By using a more communicative approach, it will produce students who can converse at length on almost any subject but could make serious spelling and grammatical mistakes in their writing.

    However, when students have fluency than i can focus on accuracy, when they are able to understand.

    1. I going movie today.
    2. My father coming.
    3. Teacher, sir Ilham Ali calling Ali to office.

    When the students has fluency, I will focus on subject verb agreement.

    Ganesan Veerappan
    SEM 4

  7. I think both are important in process to develope good English Language learners. But i would say that fluency comes first. When the pupils able to speak it fluency, he/she has confident to communicate with others. Then teachers part is to correct the mistakes.

    1. Agree with you bro. I like my pupils to improve themselves, to develop their way of learning language. I like pupils to learn from mistakes and enjoy learning the language at the same time. For me accuracy is like forcing them to be something that they might able to do but sometimes it will create frustrations among them. Being able to improve themselves from time to time will make them more confident about the language they learnt.

  8. Fluency or Accuracy.

    Accuracy is the ability to produce correct sentences using correct grammar and vocabulary while fluency is the ability to read, speak, or write. So in my own opinion, I should say fluency will comes first in the lesson. This is because when my Year 1 and Year 2 pupils are able to speak with me although they are using simple phrases or sentences. This mean the pupils already have the fluency and ready to speak in English but yet net to be correct by the teacher from time to time in order to have the correct sentence in the future.

    Usually pupils will go to the book shop after having their meals at the canteen. I always use this opportunities to speak with my pupils. I’m just using simple questions such as, “What do you want to buy?”, “How many pencil do you want?” and many more. They will give me simple answers like, “I buy ruler” or only ruler. Sometimes they can give me spontaneous answer like, “I beli three pencils”. Here my responsibilities arise to correct them and let my pupils know correct sentences.

    In order to make use of my pupil’s fluency, I have already paste some questions and answers ( using pictures also ) on the book shop’s wall. This can enhance my pupils fluency and at the same time they can use the accurate language.

  9. I will choose fluency over accuracy because a fluent speaker may well make grammatical errors but will speak or write efficiently (without pauses). They will be able to converse freely and talk with native-speakers about many different subjects. Fluency generally increases as learners progress and become more comfortable using the language.

    Language teachers who concentrate on fluency help their students to express themselves in English. They pay more attention to meaning and context and are less concerned with grammatical errors.Typical fluency activities are role playing and more communicative activities where English is used as a medium of communication rather than an end in itself.

  10. Balance is the key. Students need to know a language and be able to use that language. It’s the distinction between having the technical knowledge and the practical ability – the fine line between accuracy and fluency. It’s an old debate in teaching circles but it still rattles on; do you focus on accuracy or on fluency?

    Grammar enjoys an exalted position in language teaching. In many countries of the world grammar is king. It’s difficult and mysterious. It’s the hidden mechanics of a language and how it actually works. Know the grammar then you’ll know the language. They who know the grammar are superior beings; usually the teacher. None of this seems quite right to me.

    Ultimately, we must want our students to be successful language users; able to communicate in any situation; with full comprehension; confident and effective in their adopted language. This requires that they are both fluent in their communication and accurate in their language choice. It’s not an either or situation; it’s both.

    Striking the fluency / accuracy balance in our lessons is important. We need to devote classroom time to activities which promote both.

  11. Accuracy vs Fluency

    ** There's little fluency without accuracy. A person speaking a lot of broken English is not fluent!.
    **Usually those learners who pay a lot attention to the grammar, they become good in accurate speaking, but those who pay attention to words and vocabulary they become fluent speakers. Its better for the learners to pay attention equallly to both aspects of the English Language.
    **The fact is that the learners must concentrate on both accuracy and fluency equally in order to achieve a standard level of English mastery.

    So I think I would like to choose fluency comes first

    Rosnita Ab. Rahman
    Sem. 4

  12. based on my personal experience first as a learner and then as a teacher I would say there are three elements to keep in mind when dealing with grammar issues.

    Grammar needs to be discovered by students. This is done easier if the structure at hand is presented in a clear and appealing context.
    Metalanguage needs to be avoided as much as possible as most students do not really associate it to the words at hand. It is better to let them use the language in a natural way understanding some minimum aspects.
    It is of paramount importance to move from grammar as an isolated part of language and include it as something that is essential to learn the language but not the only thing to learn and master. By this I mean that students need first to discover the rules but then they need to use them in contexts where they see how thay work and what they are for.
    In other words, use the grammar as a real thing that lets them express their feelings and ideas.

  13. Essentially accuracy is the ability to produce correct sentences using correct grammar‏‎ and vocabulary‏‎. On the other hand, fluency is the ability to produce‏‎ language easily and smoothly.
    Accuracy is relative. A very young child isn't capable of the same level of accuracy as an adult. The child will make mistakes and misuse vocabulary.

    Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English, ideally aiming towards the accuracy of a native speaker of similar age and background.
    The emphasis in the classroom will be on grammar presentations and exercises, reading comprehension‏‎ and suchlike.
    A fluent speaker, on the other hand, may well make grammatical errors but will speak or write efficiently (without pauses). They will be able to converse freely and talk with native-speakers about many different subjects.
    Fluency generally increases as learners progress and become more comfortable using the language.
    Language teachers who concentrate on fluency help their students to express themselves in English. They pay more attention to meaning and context and are less concerned with grammatical errors.
    Typical fluency activities are role playing and more communicative activities where English is used as a medium of communication rather than an end in itself.

    both are very important when you want to teach English in the classroom as to increase the pupils ability in mastering English Language. However , fluency is more important as if the pupils fluent in speaking so it can help to motivative the pupils.