ACCURACY VS

FLUENCY
DAYANG, ROSE, HASANAH, FIY, FAI,
SHEYR

ACCURACY

FLUENCY

DEFINITION

Refers to the use of correct forms

where utterances do not contain errors
affecting the phonological, syntactic,
semantic or discourse features of a
language (Bryne, 1988)
Accuracy refers to the correctness of
the language being produced by the
speaker.
Ability to produce grammatically
correct sentences.

DEFINITION
Fluency is derived from the Latin
word fluens which means to
flow.

May be defined as the ability to

get across communicative intent
without too much hesitation and
too many pauses to cause barriers
or a breakdown in communication
(Crystal, 1977; Bryne, 1986;
Nation, 1991)Freedom from word
identification problems

Decoding and comprehending

simultaneously.
The speaker is comfortable using
the

language and can be reasonably

understood by other speakers of
the TL.

The ability to read/speak

accurately, quickly and with
appropriate intonation and

expression. (Put Reading First

2001, p. 21)

ACCURACY

FLUENCY

Clear and articulate speaking or

writing.

Language free from grammar

mistakes.

Words spelled and/or pronounced

correctly.

Language appropriate to the

situation and/or context.

The ability to produce

written and / or spoken
language with ease.
Speak with a good but
not necessarily perfect
command of intonation,
vocabulary and
grammar.
Communicate ideas
effectively.
Produce continuous
speech without causing
comprehension
difficulties or a
breakdown in
communication.

ACCURACY
ACTIVITIES

FLUENCY

Purpose:

to help students
achieve
accurate perception
and
production of a
target
item which can be
sound,
a word, or a
sentence
structure.

ACTIVITIES

Purpose:

to help students
practice
language in listening,
speaking, reading,
and/or
writing activities to so
develop fluency
in using the language in
spontaneous
communication.

ACCURACY

FLUENCY

MATERIALS
MATERIALS
a) texts are usually composed of separate
("discrete") items: sentences or words.
b) texts may be used in any mode (skill),
regardless of how they are used in real
life.
c) the target items are usually practiced
out of context or situation.

a) texts are usually whole pieces of

discourses: conversation, stories,
etc.
b) texts are usually used as they
would be in real life: dialogues
are spoken, articles and written
stories are read.
c) authentic materials from real life
are used.

ACCURACY

FLUENCY
ACTIVITIES

a)

ACTIVITIES
b)

a) students' attention is focused on a

particular target item.

c)

b) their output is usually predictable.

c)

their performance is assessed on how

few language mistakes are made

d) errors are corrected

e)

d)

tasks do not usually simulate real-life

situations.

e)

students' attention is
focused on communicating
information and
expressing ideas.
their output may not
always be predictable.
their performance is
assessed on how well
ideas are expressed or
understood.
students' errors are not
corrected unless it
interferes with
communication
tasks often simulate reallife
situations.

Fluency task should:

-build students confidence.

-be a chance for students to recycle
language and vocabulary
-allow students to talk about what
they wish to talk about.
-need to listen to each other
-be good for diagnosis: students can
experiment with language
-give students space so they can
personalise
-have a positive effect on classroom
dynamics

-if they have an authentic task

which works in real time, then
the language will have a direct
effect on the outcome of the
task.
-in life, communication in
paramount and requires a
genuine use of language.
-fluency is a process not a product.

ACCURACY (ISSUES)

FLUENCY (ISSUES)

correction of errors that are provided

inadvertently may discourage learners
from speaking.

Fossilization

errors that have become a

permanent part in the way a
learner speaks (Nation 1989)
communication in a target
language is not always the most
effective way to develop speaking
skills.

References

http://www.auburn.edu/~nunnath/engl62
40/accuracy.html
(Brown, 2001, p. 268)
http://www.geocities.co.jp/collegeLife/9
546/papers/paper2.htm
http://miguelbengoa.com/elt/?p=693