ACCURACY AND FLUENCY IN LANGUAGE TEACHING
Keywords:
accuracy, fluency, language, grammar, pronunciation, ESL, EFL, L2.Abstract
Two essential aspects of learning a second language are accuracy and fluency. In this day and age, it appears to be that learning the use of sentence structure and zeroing in on precision are underlined by numerous language understudies over familiarity. This subject of precision and familiarity has been a disputable issue that has been examined for a long time. While some formalists argue that learning a language means learning its rules and forms, activists argue that learning a language means learning how to use it. Subsequently, this exposition will contend that precision isn't really more significant than familiarity. It depends on the requirements of the students and the goal of second language acquisition instruction. To exhibit this, this exposition will initially zero in on the significance of precision and familiarity with English learning and show that they are both fundamental by checking out at two different educating techniques. Second, both accuracy and fluency will be discussed in terms of learner objectives, learner variables, and instructional variables. Thirdly, it will offer suggestions for how language teachers can address the issue and strike a balance between them. In this section, it will be argued that learning a second language requires both accuracy and fluency.
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