HOW TO BE FLUENT IN ANOTHER LANGUAGE

As a language teacher, fluency is my main goal for my students. Practically everything I do is designed to support this goal in some way. And when I ask my students what their overall goal is, most say the same, to be fluent in conversation. What do they mean when they say that? After all, words have different meanings for different people. In general what they mean is to be able to express themselves successfully with ease, that is, without too much searching for words and expressions to say what they want on any given topic, context or situation, work, travelling, social situations... I agree with this definition even though it's quite vague and unscientific. Everyone knows what they mean.

Fluency isn't static and is influenced by different internal states and external factors. Here are some things I keep in mind:

• Cognitive load. You only have so much brain power. If the conversation or task is mentally challenging you don't have much left over for fluency. Practising easy conversations builds fluency and automaticity, you need plenty of day to day chit-chat to build the base.

• Familiarity with the topic. Similar to the point above, if the topic of conversation is something you are familiar with your fluency increases, so plenty of talking about your own things.

• Relationship with the person you are speaking to. If you are speaking to people you know in an informal situation your fluency will be better than in a formal high stress environment. I strive to create a low stress environment.

• Active supportive listener. When someone is present, supportive, actively listening and genuinely interested in what you have to say your fluency will increase dramatically. This works both ways if you are in a group class. Paying attention rather than waiting your turn to speak is great for good conversations in any language.

• Feedback. When the corrective feedback style of the teacher is a good match for you, that is, not too much to keep interrupting the flow, and not too little that you think they are not doing their job. There are many options for feedback which will be the topic of another post.

• Interesting, relevant topic. If you have an emotional or intellectual connection with what you are talking about then this seems to push for fluency. If speaking seems like a mechanical exercise and not genuine communication then fluency will suffer.

• Speaking activities that boost fluency. My favourites are debates, discussions, question and answer sessions and situation role-plays. A language course that is rich in these activities is a good one.

• Preparation time. If you know in advance what the conversation is going to be about and you have time to mentally prepare, this can boost fluency.

• Extensive reading and listening. This is the big one. If you want to have an extensive range of expressions and vocabulary ready at your disposal, reading and listening regularly are top of the list.

• Repetition. Every time you repeat the same story or anecdote you get faster. An excellent classroom activity is repeating the same story a number of times but each time a little more condensed.

• Slow down. Sometimes slowing down will give you more time to think and control the rhythm and flow of your speaking.

• Multi-word expressions. Focus on learning useful, frequent multiword expressions. English is full of them, expressions like "as far as I'm concerned", "to take advantage of", "to be used to + ing".

• Prioritise fluency over accuracy. It would be nice to have both, but when you doubt and self-correct or frequently ask if something is correct, this can become an annoying bad habit and later difficult to correct. Push for fluency rather than accuracy when in conversation and accuracy when studying for example.

• Focus on the message. If you are excessively worried about how you say things, rather than the message you want to convey, then fluency breaks down. You are dividing your brain power between two opposing functions. Trust yourself, let go and focus on communicating and the words will come.

• Record yourself. We have very low self awareness in general, that's why watching recordings of ourselves is so painful. If you can do this you will become aware of all the ummms, ahhhs and false starts and hopefully this awareness will lead to corrective action.

Of course there are more factors that influence fluency like background noise, things on your mind, time pressure, importance of the issue etc., and there are more activities you can do to build fluency like reading aloud, shadowing and talking to yourself. The key point is; whatever you practice grows stronger. If you purposely focus on fluency, it tends to improve.

Before finishing, let's take a quick look at what is expected of you at the different levels. The CEFR is the Common European Framework of Reference and was created to standardise what levels mean in language learning and teaching in Europe through a system of descriptors at A1 to C2 levels. Here's my simplified version for a quick reference if you'd like to self-diagnose your fluency.

• A1: Beginner - You can use short, isolated prepackaged phrases on a limited range of topics.

• A2: Elementary - Short exchanges on familiar topics with noticeable hesitation and searching for words. Misunderstandings are common.

• B1: Intermediate - You can keep going quite well on a variety of topics although you have to pause to think of the right word or grammar. This is the beginnings of fluency.

• B2: Upper Intermediate - You don't find it too difficulty to express yourself, and it's also quiet easy to understand you. From time to time you need to search for patterns or expressions for less common vocabulary or expressions.

• C1: Advanced - You are truly fluent and you speak effortlessly with a high degree of spontaneity. You have enough vocabulary to find a way to express whatever idea.

• C2: Proficiency/Mastery - Sophisticated language use without hesitation.

If you have any insights on this fascinating topic, please make a comment or get in touch.