Spoken Fluency (by McCarthy, 2010)

McCarthy (2010) suggests that spoken fluency depends crucially on three basic factors:

1.    The automatic use of pre-fabricated chunks,

In building an effective advanced-level syllabus, we propose that vocabulary teaching should focus increasingly on useful, common chunks, not just colourful idioms or obscure words. Without automatic access to chunks, fluency and spontaneity of expression are inconceivable. Such chunks might include:

As far as I'm concerned, Having said that, in any case, etc.

2.    the smooth linking of speaking turns one to the other,

... Common turn-transitions can be illustrated and practised in speaking strategy lessons. ...

3.    and the use of interactive ‘small words’.

The small words (often on the fringes of native-user awareness and therefore neglected), can also be illustrated and practised. These might include words like so, ...then, and all that, and I mean. 

Teaching fluency in this way takes us away from simply learning more language to awareness of, and the exercising of, strategic choices.

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