Posts Tagged ‘Micro-Fluency’

TPRS™ and the Issue of Initial vs. Target Fluency

From a language teachers’ list: TPRS is used for teaching fluency.  We use it whenever students don’t have “ease of expression”.  Ease of expression means they speak with confidence, accuracy and without hesitation.  It is been my exprience that “ease of expression” does not happen in just four years of Spanish.  I agree that TPRS works […]

I+1 or I+100?

TPRS is based on comprehensible input, and believes that students learn by input. Other major approaches to date have been based on output, and believe that student learn by outputting language. So, the two are not really compatible. They are based on completely opposite things. It’s true that many factors come together to support acquisition, […]

Is “free” reading what it’s really worth?

Free-reading is great. Everyone wants a classroom library. Everyone wants to have kids sitting quietly, absorbed in authentic materials in the target language. But is it the best use of acquisitional time for a novice-level learner? I say no. Because free reading is less-than-100%-comprehensible immersion. I am thinking of novice-level learners here: first- or possibly […]

How do you learn new words if everything is known?

On a Chinese-learning forum, a user asked: I understand how CI develops the ability to recognise and produce appropriate structures and functions in a language, but if the input is all known to the learner (in terms of vocabulary used) how does the learner acquire the long lists of vocab needed to actually use the […]

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