Part 1 - Developing Fluency in Reading - Paul Nation
Summary
TLDREl guion del video enfatiza la importancia de la fluidez en el aprendizaje de un idioma, sugiriendo que debe representar un cuarto del tiempo total de un curso. Se describen cuatro actividades clave para desarrollar la fluidez: enfocar en el mensaje, utilizar material fácil y familiar, presionar para hablar más rápido y practicar en cantidad. Se detalla una actividad llamada '432', donde los estudiantes hablan sobre temas conocidos durante períodos decrecientes de tiempo, lo que mejora su fluidez y precisión lingüística.
Takeaways
- 📚 La enseñanza de idiomas debe incluir cuatro hilos principales: la inmersión en la práctica, el aprendizaje a través del habla y la escritura, el estudio deliberado del idioma y el desarrollo de fluidez con lo que ya se sabe.
- 🗣️ El aprendizaje a través del habla y la escritura debe representar aproximadamente un cuarto del tiempo del curso.
- 🧠 El estudio deliberado del idioma, que incluirá la mejora del vocabulario, es otro hilo importante en la enseñanza de idiomas.
- 🌐 El desarrollo de fluidez con el idioma que ya se ha aprendido es crucial y debe ser enfocado desde el primer día de aprendizaje, no solo al final del curso.
- 📈 El vocabulario de supervivencia es esencial para viajar a un país donde se habla otro idioma, y se puede aprender en tan solo un par de horas.
- 🌐 En Bali, hablar el balinés, el idioma local, en lugar del indonesio, puede resultar en precios más bajos y una experiencia más auténtica.
- 💡 El fluency strand del curso debe abarcar un cuarto del tiempo total y debe incluirse en todos los niveles de competencia lingüística.
- 🔍 Para desarrollar fluidez, los estudiantes deben enfocarse en el mensaje, trabajar con material fácil y familiar, sentir presión para hablar más rápido y practicar en cantidades razonables.
- 🗣️ La actividad 432 es un ejemplo de una técnica de fluidez en la que los estudiantes hablan sobre un tema conocido durante 4, 3 y 2 minutos respectivamente, cambiando de pareja de conversación después de cada ronda.
- 📊 La investigación muestra que hablar durante períodos más cortos de tiempo, como en la actividad 432, aumenta la velocidad de habla, disminuye las hesitaciones y los errores gramaticales, y mejora la complejidad de las construcciones lingüísticas.
- 🔄 La actividad 432 es un ejercicio de fluidez porque cumple con los cuatro criterios: enfoque en el mensaje, material fácil y conocido, presión para hablar más rápido y cantidad de práctica adecuada.
Q & A
¿Cuál es la importancia de la fluidez en el aprendizaje de un idioma?
-La fluidez es crucial en el aprendizaje de un idioma porque permite a los estudiantes utilizar lo que ya conocen de manera efectiva y natural. Desde el primer día de aprendizaje, los estudiantes deberían intentar ser fluidos con el pequeño número de palabras o frases que conocen.
¿Cuál es la proporción de tiempo que debería dedicarse a la fluidez en un curso de idioma?
-La fluidez debería representar aproximadamente un cuarto del tiempo total de un curso de idioma, independientemente del nivel de competencia lingüística del estudiante.
¿Qué es la 'vocabulario de supervivencia' y cómo se relaciona con la fluidez?
-La 'vocabulario de supervivencia' es un conjunto de palabras y frases básicas que permiten a los turistas comunicarse en una tierra extranjera. Esto se relaciona con la fluidez porque incluso con un número limitado de palabras, los estudiantes pueden practicar y mejorar su habilidad para producir esas palabras de manera fluida.
¿Qué estrategias se pueden usar para aprender el vocabulario de supervivencia de un idioma?
-Se pueden aprender listas de vocabulario de supervivencia específicas para diferentes idiomas, como el balinés, que se pueden descargar de ciertos sitios web. Esto ayuda a los turistas a comunicarse básicamente en el país visitado.
¿Qué es la actividad 432 en el contexto de la enseñanza de idiomas y cómo promueve la fluidez?
-La actividad 432 es una técnica de enseñanza donde los estudiantes tienen que hablar sobre un tema durante 4 minutos, luego 3, y finalmente 2, cambiando de pareja de conversación después de cada período. Esto fomenta la fluidez al presionar al hablante para hablar más rápido y con mayor cantidad de práctica.
¿Cuáles son los cuatro criterios que deben cumplir las actividades de fluidez en un curso de idioma?
-Los cuatro criterios son: 1) Enfocarse en el mensaje, 2) Utilizar material fácil y familiar, 3) Presionar para ir más rápido de lo normal y 4) Practicar en cantidades razonables.
¿Cómo se puede mejorar la fluidez en el habla a través de la actividad 432?
-A través de la actividad 432, los estudiantes mejoran su fluidez hablando sobre un tema conocido durante períodos decrecientes de tiempo, lo que los impulsa a hablar más rápido y con mayor confianza.
¿Qué cambios se observan en la fluidez y precisión cuando los estudiantes repiten un discurso en la actividad 432?
-Cuando los estudiantes repiten un discurso en la actividad 432, se observan cambios en la velocidad de habla, disminución de hesitaciones y errores gramaticales, y un aumento en la complejidad de las construcciones lingüísticas.
¿Por qué es importante no cambiar el contenido del discurso al repetir la actividad 432?
-Es importante no cambiar el contenido del discurso en la actividad 432 para mantener la consistencia y permitir que los estudiantes se centren en mejorar su fluidez y precisión con el mismo material.
¿Cómo se puede aplicar la técnica de la actividad 432 a otras áreas del aprendizaje del idioma además de la habla?
-La técnica de la actividad 432 también puede aplicarse a la lectura y la escritura, donde los estudiantes pueden practicar con textos conocidos, presionándose a sí mismos para leer o escribir más rápido y con mayor cantidad de práctica.
Outlines
📚 Aprendizaje integral del idioma
El primer párrafo enfatiza la importancia de un enfoque integral en el aprendizaje de un idioma, que incluye la práctica de habilidades de escucha, lectura, escritura y habla. Se sugiere que el 25% del tiempo de aprendizaje debe ser dedicado a la práctica de estas habilidades. Además, se destaca la necesidad de estudiar deliberadamente el idioma, lo que incluirá la mejora del vocabulario. Se menciona la importancia de la fluidez en el uso del idioma, incluso en los niveles iniciales de aprendizaje, y se sugiere que los estudiantes deberían trabajar para ser fluidos con lo que ya conocen. Se comparte una experiencia personal del hablante en Bali, donde aprendió el vocabulario de supervivencia del balinés, lo que le permitió interactuar con los locales y obtener mejores precios en el mercado. Se enfatiza que incluso con un conocimiento limitado del idioma, la fluidez y la capacidad de producir frases conocidas son esenciales.
🗣️ Desarrollo de fluidez a través de la práctica
El segundo párrafo se centra en la fluidez como un objetivo crucial en el aprendizaje de un idioma y describe cómo se puede medir y fomentar. Se establecen cuatro criterios para actividades de fluidez: enfoque en el mensaje, facilidad de la actividad, presión para actuar más rápido que de costumbre y cantidad de práctica. Se presenta una actividad de práctica de fluidez llamada '432', donde los estudiantes tienen que hablar sobre un tema conocido durante 4 minutos, luego 3 y finalmente 2 minutos, cambiando de pareja de conversación después de cada ronda. Esta actividad cumple con los cuatro criterios de desarrollo de fluidez y se sugiere que se repita con frecuencia a lo largo del curso para mejorar la habilidad de los estudiantes para hablar fluidamente.
🔍 Análisis de la actividad de fluidez '432'
El tercer párrafo profundiza en el análisis de la actividad '432', explicando cómo cumple con los cuatro criterios para el desarrollo de fluidez. Se discuten los cambios observados en la velocidad de habla, la disminución de hesitaciones y errores gramaticales, y el aumento en la complejidad de las construcciones lingüísticas a medida que los estudiantes repiten la misma charla en diferentes rondas de tiempos más cortos. Se argumenta que la actividad no solo mejora la fluidez sino que también tiene un impacto en la precisión y la complejidad del lenguaje utilizado por los estudiantes. Se sugiere que para ser efectiva, la actividad '432' debe ser una práctica recurrente en el curso de idiomas.
Mindmap
Keywords
💡Fluency
💡Vocabulary
💡Language Proficiency
💡Survival Vocabulary
💡Speaking Activity
💡Message Focus
💡Familiar Material
💡Pressure to Go Faster
💡Quantity of Practice
💡Language Learning Strategies
Highlights
Opportunities to learn through speaking and writing should constitute about a quarter of the course time.
Deliberately studying the language, including vocabulary, is a crucial part of language learning.
Developing fluency with the language you already know is often overlooked but is essential at every proficiency level.
Learners should aim for fluency from the first day of language learning, even with a small amount of language.
Survival vocabulary, such as basic phrases for daily needs, is essential for short-term stays in foreign countries.
Research suggests that knowing about 120 essential items of survival vocabulary is sufficient for short visits.
The speaker's personal experience of learning survival vocabulary for Bali and its impact on bargaining.
The importance of being able to produce and recognize a few phrases fluently, even with limited vocabulary.
Fluency activities should focus on meaning and message, with no new vocabulary or grammar introduced.
Fluency activities must be easy, with 100% familiar language and content.
Learners should be challenged to perform tasks faster than normal to improve fluency.
Quantity of practice is key to developing fluency; short sessions are not enough.
The '432' speaking activity is introduced as an example of a fluency activity.
The '432' activity involves speaking on a familiar topic for decreasing time intervals to practice fluency.
Research findings on the '432' activity show improvements in speed, reduction in errors, and increased complexity over time.
Fluency development involves working with larger units of language, leading to qualitative changes in speech.
The '432' activity meets the four conditions for fluency development: message focus, easy material, speed pressure, and quantity of practice.
Transcripts
the other another strand is the
opportunity to learn through speaking
and through writing and that should make
up about a quarter of the course
time a third strand is the opportunity
to learn through deliberately studying
the language and later this afternoon
we'll look at that from the point of
view of
vocabulary and then the fourth strand is
one which I think probably doesn't get
much attention in Korea and that is the
opportunity to become really good at
using what you already
know and that means developing
fluency with the language that you
already have
learned now fluency isn't something
which should come at the end of a course
at every level of language proficiency
Learners should try to be fluent with
what they already know so right from the
very first day of learning a language
you can be fluent in the small amounts
of language that you
know I was in Bali about a month
ago and before going to Bali I studied
the survival VOC
of
Bones we we did some research a few
years ago to work out if you go to stay
in another country for a few weeks
probably less than about two months what
language items do you need to know in
order to survive for a short time in
another country you need to be able to
say things like where is the
toilet I am sick how much does that cost
can you lower the price and you you need
to know numbers like that and we worked
out doing research that you need to
learn about 120 items like
that now if you go to my website you can
download the survival vocabulary for
about 14 different
languages ah Korean I'm not sure if we
have Korean survival
vocabulary maybe it's there it's there
don't panic but but we we have it for
Italian and Spanish and French and
Indonesian and Thai and Japanese and I
think Korean and also and also for
bonese and so before going I learned the
survival vocabulary of Bon so that when
I go to the market I can say things like
a
Niki which means how much does this cost
now bones people are very astonished
because nobody who goes as a tourist to
baliy can speak balines anybody who
learns a language beforehand usually
learns Indonesian but Indonesian is not
the the local language of Bali Balan is
the local language of Bali so you can
get very cheap prices if you can speak
that language but what it means is even
though you only know a few words or
phrases you need to be able to produce
those phrases
fluently so even after only a couple of
hours of study because it only takes a
couple of hours to learn a survival
vocabulary even after only about 2 hours
of study you can be fluent in the small
amount of language that you already know
you learn the phrases very fluently and
practice them fluently because it's no
good knowing them but not being able to
produce them or being able to recognize
them I remember trying to learn to read
Tha you tie letters the thae alphabet
and I used to wait for a bus and try and
find out where the bus is going and the
bus is
coming and it's
gone and so by the time I've managed to
read the words for the place where I
want to go the bus is gone so I I
developed a strategy and the strategy is
try to read the words and then try to
remember the number which went with the
words and then look for the next number
but really even things like that you in
the very early stages and at every stage
of language learning Learners need to be
fluent in what they already know so the
fluency strand of the course should make
up about one quarter of the time the
total time for a language course and it
should be at all levels of language
proficiency very Young Learners
beginning Learners very Advanced
Learners you need to become proficient
now how do you know whether your you
have fluency activities in your course
or not now if you can't can't answer
that question now then you will be able
to answer that question in half an hour
and if you can't answer that question in
half an hour I've
failed I hate failure so be ready okay
if you want to know if you have a
fluency activity or not then the first
thing that you need to look for in an
activity is to see is there a focus on
the meaning so that means when Learners
do fluency activities they should be
trying to produce a message or to
understand a
message their should be meaning and
message focused so that's the first
Criterion for influency activity the
second Criterion is probably most
important one of all of the four
criteria the second Criterion is the
activity must be easy very easy there
must be no new vocabulary no new
grammar the work the language which is
being used in the fluency activity
should be 100%
familiar and if possible the content the
ideas with what that the Learners are
working with should also be largely
familiar so that's a very important
requirement for fluency activities that
Learners must be familiar with the
material that they're working on
the third Criterion is there needs to be
some pressure to go faster than
normal that is the Learners need to be
pushed and challenged to go a little bit
faster in their speaking or in their
writing to go a little bit faster in
their reading or their
listening and then the fourth
Criterion there needs to be reasonable
quantities of prancy practice you don't
become fluent by doing 5 minutes
practice so that's why fluency
activities have to make up about one
quarter of the course time because you
need quantity of practice with very easy
material with pressure to go faster with
focus on the message in order for an
activity to develop learner fluency now
let's look at a speaking activity and
try to apply these four ideas to a
speaking Activity one of my favorite
fluency activities
432 now this used to be 4
543 but with the recession and things
like that we've now changed it to
432 I have a horrible feeling that next
week it'll be down to three and a half
to 2 and a half but we'll have to draw
the line somewhere this is a very simple
activity what you do is you get the
Learners to pair up you could even do it
in a room like this with this number of
people but you would have to open the
windows to let all of the noise get
outside but we've actually done it in
rooms with about 40 or 60 people now
let's say everybody in this row is
a yeah and everybody in this row
is B that's a good idea okay everybody
in this row is B we go a a a like that
across now the person who's
a they have a topic to talk about and it
has to be a really easy familiar topic
something they know a lot about so it
can be something that they're prepared
or something that they've studied
already in class or something where they
bring a lot of background knowledge to
what they're talking about and then the
teacher says okay are you ready go and
the teacher looks at the watch and the
learner a talks about that topic to
learner B now learn a be has to sit
there and look
interested you know like that I try
practicing that it would be really good
you know to look out over the audience
and see people sitting there looking
interested so it's a good skill to
practice a good life
strategy now so learner B doesn't
interrupt doesn't ask any questions but
lets learner a talk for four minutes now
with younger less proficient Learners
you might go to 2 and 1/2 minutes
instead of four minutes or whatever it
is where the time that are easily going
to be able to fill with their talk and
then at the end of the four minutes the
teacher says
stop change partners and everybody who's
a moves one seat back and the poor old
person at the back has to run around
here and take the place the empty seat
at the front and the teacher says are
you ready go and then for 3 minutes a
gives exactly the same talk to the new
partner but in 3
minutes okay I bet you can't guess what
happens
next stop change Partners two-minute
talk and then a then has done three
talks 4 minutes 3 minutes 2 minutes but
they're exactly the same talk it's
really important that a doesn't change
the content of the talk and the reason
why you change Partners is so you can
give the same talk to a new
audience and you can use the same jokes
and the same content it's great to
travel the world and give lectures as
long as it's going to different
countries where you have a different
audience and you can tell all the same
old jokes all over again fantastic and
they still don't get laughs never
mind and when when a has finished then
it's B's turn to talk and the teacher
does the timing 4 three to like that now
we've done research which looks at the
differences between the 4-minute talk
and the 2-minute talk to see what
changes occur and of course as you would
expect the speed in words per minute
increases it would have to do that
really but the hesitations per 100 words
decreases so the ratio of hesitations
decrease the number of Errors
grammatical errors in repeated parts of
the talk decrease
and the number of more complex
constructions increases by about two or
three from the 2minute 4minute talk to
the two-minute talk so it's really very
interesting because here we see changes
occurring in act in fluency but we these
are also accompanied by changes in
accuracy and
complexity and this sort of makes sense
because one of the ways in which fluency
develops is that people start working
working with a different unit of
language they move to a larger unit of
language and organize what they're doing
with larger units of language and so
that's not only then a speed change but
a quality a quantity change but a
quantity change as well quality change
as well so that's the 432 activity now
is it a fluency activity or not well no
I don't want yes or no I'm not
interested in yes or no I'm I'm an
academic you have to write a page saying
why this is a fluency activity okay now
how would you write a page well you
would say first of all is it focusing on
the
message and how does the activity focus
on the
message well you you have a CH changing
audience yeah you have a changing
audience so your your audience is
sitting there looking interested then
you get a new audience so you can and
keep focusing on the message yeah and
then the second Criterion don't look
don't look if you look you take away the
opportunity for
retrieval and retrieval is a really
important learning condition now what
what did he say the second condition
was uh for easy familiar material is it
is it is it easy yes because you choose
an easy topic and you talk about
something you know a lot about
is there a pressure to go faster yes
because 4 3 2 really puts a lot of
pressure on the speaker to jam more into
that shorter time and is there quantity
of practice yes because 4 + 3 + 2 = 9
and then B speaks for 9 minutes so in
the space of about 20 minutes or so each
learner has spoken for 9 minutes and so
that that's really good quantity of
practice and you wouldn't do 432 once in
your course and say good that was that
what where's the next technique you'd
want to make that an activity which
occurred several times and even on a
weekly basis or so so that's a spoken
fluency technique and we know it's a
fluency technique because it meets those
four conditions for fluency development
the condition of a message Focus the
condition of very easy material to work
with
the pressure to go faster than you would
normally go and then quantity of
practice to work with so what we're
going to do now is to look at reading
and first of all
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