{"id":24568,"date":"2024-12-13T12:51:00","date_gmt":"2024-12-13T19:51:00","guid":{"rendered":"https:\/\/bridge.edu\/tefl\/blog\/?p=24568"},"modified":"2025-01-24T10:51:50","modified_gmt":"2025-01-24T17:51:50","slug":"fluency-vs-accuracy","status":"publish","type":"post","link":"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/","title":{"rendered":"Your Guide to Fluency vs. Accuracy in English Language Teaching"},"content":{"rendered":"<div style=\"margin-top: 0px; margin-bottom: 0px;\" class=\"sharethis-inline-share-buttons\" ><\/div>\n<p>There are many goals English language teachers consider when developing their instructional strategies and deciding on class activities. Considering whether to focus on fluency vs. accuracy is an important one. Is one set of skills more important than the other? Should they be taught separately? Can they be taught jointly? These are all good questions, and we have answers for you. But first, it may be helpful to look at some definitions.<\/p>\n\n\n\n<p><em>Interested in learning strategies to design your course for maximum effectiveness?<\/em> <a href=\"https:\/\/bridge.edu\/tefl\/blog\/instructional-and-curricular-design-esl-efl\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Learn about instructional and curricular design best practices for the ESL\/EFL classroom.<\/em><\/a><\/p>\n\n\n<div class=\"wp-block-ub-table-of-contents-block ub_table-of-contents\" id=\"ub_table-of-contents-6d859bd5-77ee-4cf7-b68a-cbad045791bd\" data-linktodivider=\"false\" data-showtext=\"show\" data-hidetext=\"hide\" data-scrolltype=\"auto\" data-enablesmoothscroll=\"false\" data-initiallyhideonmobile=\"false\" data-initiallyshow=\"true\"><div class=\"ub_table-of-contents-header-container\" style=\"\">\n\t\t\t<div class=\"ub_table-of-contents-header\" style=\"text-align: left; \">\n\t\t\t\t<div class=\"ub_table-of-contents-title\">Table of Contents<\/div>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t<\/div><div class=\"ub_table-of-contents-extra-container\" style=\"\">\n\t\t\t<div class=\"ub_table-of-contents-container ub_table-of-contents-1-column \">\n\t\t\t\t<ul style=\"\"><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#0-what-are-accuracy-and-fluency-in-teaching-english\" style=\"\">What are accuracy and fluency in teaching English?<\/a><ul><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#1-accuracy\" style=\"\">Accuracy<\/a><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#2-fluency\" style=\"\">Fluency<\/a><\/li><\/ul><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#3-which-comes-first-fluency-or-accuracy\" style=\"\">Which comes first, fluency or accuracy?<\/a><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#4-can-you-be-fluent-but-not-accurate\" style=\"\">Can you be fluent but not accurate?<\/a><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#5-how-can-a-teacher-balance-teaching-fluency-and-accuracy\" style=\"\">How can a teacher balance teaching fluency and accuracy?<\/a><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#6-accuracy-vs-fluency-activities\" style=\"\">Accuracy vs. fluency activities<\/a><ul><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#7-to-improve-accuracy\" style=\"\">To improve accuracy<\/a><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#8-to-improve-fluency\" style=\"\">To improve fluency<\/a><\/li><\/ul><\/li><li style=\"\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/fluency-vs-accuracy\/#9-conclusion-both-fluency-and-accuracy-are-important\" style=\"\">Conclusion: Both fluency and accuracy are important<\/a><\/li><\/ul>\n\t\t\t<\/div>\n\t\t<\/div><\/div>\n\n\n<h2 class=\"wp-block-heading\" id=\"0-what-are-accuracy-and-fluency-in-teaching-english\">What are accuracy and fluency in teaching English?<\/h2>\n\n\n\n<p>The question of whether to focus on accuracy vs. fluency in language teaching is important because, depending on the answer, teachers will emphasize different aspects of the language. For example, they might focus on grammar for accuracy or <a href=\"https:\/\/bridge.edu\/tefl\/blog\/celebrating-fluency-conversational-english\/\" target=\"_blank\" rel=\"noreferrer noopener\">conversation for fluency<\/a>. Let&#8217;s look more closely at what the two terms mean.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"550\" height=\"334\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-vs-Accuracy-Definitions.jpg\" alt=\"An online teacher talks to students on her laptop with a whiteboard behind her showing vocabulary Do's and Dont's. \" class=\"wp-image-24653\" style=\"width:550px;height:354px\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-vs-Accuracy-Definitions.jpg 550w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-vs-Accuracy-Definitions-480x291.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 550px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Accuracy in English typically refers to grammar rules, vocabulary use, and pronunciation.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"1-accuracy\">Accuracy<\/h3>\n\n\n\n<p>Defining accuracy and fluency can sometimes be problematic, as definitions for each term may vary slightly. However, there are some common interpretations of both terms.<\/p>\n\n\n\n<p>When teachers talk about accuracy, they usually refer to: <\/p>\n\n\n<ul style=\"padding-left: 1.1em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-25b0a5b1-64cf-419f-84d8-e27d086f5f89\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-604e1f21-a012-4468-b9cc-f905619fdc1e\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">Knowledge and understanding of <a href=\"https:\/\/bridge.edu\/tefl\/blog\/strategies-teaching-grammar-english-language-learners\/\" target=\"_blank\" rel=\"noreferrer noopener\">grammar<\/a> rules, <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teach-esl-vocabulary\/\" target=\"_blank\" rel=\"noreferrer noopener\">vocabulary<\/a> use, and <a href=\"https:\/\/bridge.edu\/tefl\/blog\/how-to-teach-ipa-chart\/\" target=\"_blank\" rel=\"noreferrer noopener\">pronunciation<\/a><\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-f35da206-35a2-4299-ad2f-ddfd07a05921\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">An ability to apply grammar rules and vocabulary in writing<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-8f4d8e87-1f54-4358-856f-e39e3abdb24f\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">An ability to apply grammar rules, vocabulary, and pronunciation in speaking  <\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<p>Accuracy can also refer to an awareness of the different registers existing in a language, e.g., formal, colloquial, etc. In other words, an accurate speaker of English will demonstrate an awareness of context and know when to use formal or informal language.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"2-fluency\">Fluency<\/h3>\n\n\n\n<p>The definition of fluency is more challenging. According to the Academic Press article <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/B9780122559501500123\" target=\"_blank\" rel=\"noreferrer noopener\">&#8220;On Fluency,&#8221;<\/a> one of the aspects of fluency is \u201cthe ability to fill time with talk.\u201d The English Language Institute at Victoria University of Wellington&#8217;s <a href=\"https:\/\/www.wgtn.ac.nz\/lals\/resources\/paul-nations-resources\/paul-nations-publications\/publications\/documents\/1989-Fluency.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">&#8220;Improving Speaking Fluency&#8221;<\/a> paper adds that \u201cfluency can be described as the ability to process language receptively and productively at a reasonable speed.\u201d <\/p>\n\n\n\n<p>So, when teachers talk about fluency, they usually refer to:<\/p>\n\n\n<ul style=\"padding-left: 1.1em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-6b80dab7-ea7f-4498-8599-a9490e5bbea6\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-40fc19bf-1b5c-46d6-a0df-1638d969bc79\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">An ability to <a href=\"https:\/\/bridge.edu\/tefl\/blog\/tefl-speaking-activities\/\" target=\"_blank\" rel=\"noreferrer noopener\">speak<\/a> or <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-writing-esl-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">write<\/a> easily<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-38c98710-a280-4a4f-84ae-2db58ec91c98\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">An ability to speak or write at a reasonable speed<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 512 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-3cc34fb5-fbcf-40df-8aae-c95f2fab8594\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 512 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M470.6 105.4c12.5 12.5 12.5 32.8 0 45.3l-256 256c-12.5 12.5-32.8 12.5-45.3 0l-128-128c-12.5-12.5-12.5-32.8 0-45.3s32.8-12.5 45.3 0L192 338.7 425.4 105.4c12.5-12.5 32.8-12.5 45.3 0z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\">An ability to speak or write with errors that do not impede communication <\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n<div class=\"\"><div class=\"content-advertisements template1\"><div class=\"thumb\"><a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/teaching-english-pronunciation\" target=\"_blank\" class=\" \"><img decoding=\"async\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2024\/02\/Pronunciation-MC.png\" class=\"\"><\/a><\/div><div class=\"txt\"><h5>Teach your students to speak with confidence with the<\/h5><h3>Micro-credential in Teaching English Pronunciation<\/h3><p><\/p><a href=\"https:\/\/bridge.edu\/tefl\/courses\/micro\/teaching-english-pronunciation\" target=\"_blank\" class=\"btn-ads\">Get Certified<\/a><\/div><\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"3-which-comes-first-fluency-or-accuracy\">Which comes first, fluency or accuracy?<\/h2>\n\n\n\n<p>Ideally, accuracy and fluency should advance at the same pace during the language acquisition process, but this is often not the case. <\/p>\n\n\n\n<p>Whether students first speak accurately or fluently often depends on the teacher\u2019s instructional style. For example, English language teachers who have adopted a communication-based approach to language instruction will emphasize exposure to the second language (L2) and interaction, rather than accuracy. <\/p>\n\n\n\n<p>But does this mean increased fluency comes at the expense of accuracy? Not necessarily.<\/p>\n\n\n\n<p>Researchers in the journal article <a href=\"https:\/\/www.researchgate.net\/publication\/222338808_Need_we_sacrifice_accuracy_for_fluency\" target=\"_blank\" rel=\"noreferrer noopener\">&#8220;Need We Sacrifice Accuracy for Fluency?&#8221;<\/a> conducted an experiment with ESL school children in Hungary, comparing the accuracy vs. fluency of children who studied English as a foreign language with a communication\/content-based approach with those who studied with a form-based traditional approach. <\/p>\n\n\n\n<p>The former were slightly more accurate in their production of grammatical morphemes in an oral interview and were more fluent, confirming that communication-based approaches do not sacrifice accuracy for fluency.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"550\" height=\"334\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-versus-Accuracy-Teaching.jpg\" alt=\"Students gather around a smiling teacher holding a laptop.\" class=\"wp-image-24652\" style=\"width:550px;height:354px\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-versus-Accuracy-Teaching.jpg 550w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Fluency-versus-Accuracy-Teaching-480x291.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 550px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Children acquiring their first language often develop fluency before accuracy.<\/em><\/figcaption><\/figure>\n\n\n\n<p>Regardless of the instructional style, students may also naturally acquire accuracy and fluency skills at different times. From a developmental point of view, it appears that children acquiring their first language often develop fluency before accuracy. This is partly because not all grammar structures are acquired at the same speed.<\/p>\n\n\n\n<p>For example, in English verb conjugation, the third person is acquired after the first and second persons. This does not prevent children from talking in the third person, albeit with mistakes. Neither does it mean that they will forever be unable to use the third person. <\/p>\n\n\n\n<p>Similarly, adults may also acquire grammar structures at varying speeds based on a variety of factors, such as learning style, experience with language acquisition, etc.<\/p>\n\n\n\n<p>However, many teachers worry that if students don\u2019t acquire the correct grammatical structures from the outset, they will end up building errors in their speech that will stay with them, possibly forever. Not to worry, as some instructional methods may promote parallel growth in both accuracy and fluency.<\/p>\n\n\n\n<p>One such instructional method is <a href=\"https:\/\/bridge.edu\/tefl\/blog\/tprs\/\" target=\"_blank\" rel=\"noreferrer noopener\">Teaching Proficiency Through Reading and Storytelling (TPRS)<\/a>, which uses storytelling as a teaching tool. This method emphasizes exposure to comprehensible input (CI) and oral production in the L2. <\/p>\n\n\n\n<p>According to Karen Lichtman, author of &#8220;Teaching Proficiency Through Reading and Storytelling,&#8221; students taught with TPRS compare favorably in test scores and general language proficiency with students for whom accuracy was the primary focus of instruction. <\/p>\n\n\n\n<p>The takeaway: It is possible, with the right teaching strategies, to develop both accuracy and fluency within the same class activities, suggesting the skills are not mutually exclusive. <\/p>\n\n\n\n<p><em>Ready to grow your skills in grammar instruction? <a href=\"https:\/\/bridge.edu\/tefl\/courses\/specialized\/teaching-english-grammar\" target=\"_blank\" rel=\"noreferrer noopener\">Learn about Bridge&#8217;s Specialized Teaching English Grammar Certificate.<\/a><\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"560\" height=\"315\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/12\/Critical-thinking.jpg\" alt=\"Adult students and their teacher sitting at a table having a conversation.\" class=\"wp-image-22371\" style=\"width:550px;height:331px\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/12\/Critical-thinking.jpg 560w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2022\/12\/Critical-thinking-480x270.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 560px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Conversation, structured lessons, and classroom games are great ways to gauge students&#8217; fluency and accuracy skills<\/em>.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"4-can-you-be-fluent-but-not-accurate\">Can you be fluent but not accurate?<\/h2>\n\n\n\n<p>It is certainly possible to speak a language fluently but not accurately. This possibility exists for L2 and native speakers alike. Examples of native English speakers who make grammatical errors when speaking or writing abound. In a delightful little book appropriately titled &#8220;Between You and I \u2013 a little book of bad English,&#8221; author James Cochrane lists examples of common grammar and vocabulary mistakes often made by native English speakers. <\/p>\n\n\n\n<p>Among these is the grammatical error cleverly used in the title (&#8220;between you and I&#8221;) which highlights the common confusion even among native speakers of the different functions of subject and object pronouns. <\/p>\n\n\n\n<p>Another example with which teachers are eminently familiar is the confusion between the verbs &#8220;can&#8221; and &#8220;may,&#8221; as in, \u201cCan I go to the bathroom?\u201d Other examples of common mistakes include &#8220;its vs. it\u2019s,&#8221; &#8220;their vs. they\u2019re,&#8221; &#8220;then vs. than,&#8221; and many others. That individuals making these mistakes are native English speakers shows it is absolutely possible to be fluent but not accurate in speaking a language.<\/p>\n\n\n\n<p><em>Need a refresher on teaching English grammar? <\/em><a href=\"https:\/\/bridge.edu\/tefl\/blog\/how-to-teach-english-grammar\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>This article about how to teach English grammar introduces tips, tricks, and proven methods to use in your classroom today.<\/em><\/a><\/p>\n\n\n<div class=\"\"><div class=\"content-advertisements template3\"><div class=\"thumb\"><a href=\"https:\/\/bridge.edu\/tefl\/blog\/ebooks-popular-esl-methodologies\/\" target=\"_blank\" class=\" \"><img decoding=\"async\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/08\/teaching-english-language-learners-ebook-1-1.png\" class=\"\"><\/a><\/div><div class=\"txt\"><h5>Learn about 8 ESL methodologies and get sample activities with the free guide to<\/h5><h3>Teaching English Learners: Popular ESL Learning Methodologies<\/h3><p><\/p><a href=\"https:\/\/bridge.edu\/tefl\/blog\/ebooks-popular-esl-methodologies\/\" target=\"_blank\" class=\"btn-ads\">download<\/a><\/div><\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"5-how-can-a-teacher-balance-teaching-fluency-and-accuracy\">How can a teacher balance teaching fluency and accuracy?<\/h2>\n\n\n\n<p>ESL teachers are rightly concerned with encouraging fluency in their students while instilling proper language structures and vocabulary usage. Many teachers also worry that an excessive emphasis on fluency may come at the expense of accuracy. So, how can teachers balance accuracy and fluency in language teaching? <\/p>\n\n\n\n<p>Many activities can be used to foster both fluency and accuracy. However, when practicing fluency, it is advisable not to stress accuracy. <\/p>\n\n\n\n<p>In fluency-oriented exercises, the teacher should aim for students\u2019 self-expression and be more concerned about content than form. If students feel their speech is being evaluated for correctness, they will become anxious and reluctant to express themselves. Encouraging accuracy in fluency allows students to express themselves confidently and correctly in various contexts, so it\u2019s important to balance these goals appropriately.<\/p>\n\n\n\n<p>When the teacher emphasizes content, especially content that interests students, the students will be more eager to participate. In this case, the teacher should refrain from openly correcting students\u2019 mistakes. An unobtrusive way of correcting students is to model the proper form by correctly repeating their sentences. For example, if a student says, \u201cI like go out with my friends,\u201d the teacher can say, \u201cIs that right? You like <em>to<\/em> go out with your friends?\u201d <\/p>\n\n\n\n<p><em>Are your students feeling anxious about their abilities? <\/em><a href=\"https:\/\/bridge.edu\/tefl\/blog\/build-confidence-esl-students\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Learn 8 strategies to build confidence in your ESL students.<\/em><\/a><\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"551\" height=\"315\" src=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Online-games-blog-image.jpg\" alt=\"A computer screen shows a sequencing game alongside a young student participant and his teacher.\" class=\"wp-image-24646\" style=\"width:550px;height:336px\" srcset=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Online-games-blog-image.jpg 551w, https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2023\/04\/Online-games-blog-image-480x274.jpg 480w\" sizes=\"auto, (min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 551px, 100vw\" \/><figcaption class=\"wp-element-caption\"><em>Games and fun activities can still be a part of the online learning experience<\/em>.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"6-accuracy-vs-fluency-activities\">Accuracy vs. fluency activities<\/h2>\n\n\n\n<p>Some teaching strategies deliberately avoid the fluency versus accuracy dichotomy, preferring to develop both skill sets implicitly and simultaneously. When focusing on accuracy, it is a good idea to do so within the context of conversation or reading. Students who are involved in \u201cinteresting\u201d content will be more focused and receptive to explicit grammar instruction. On the other hand, solely focusing on <a href=\"https:\/\/bridge.edu\/tefl\/blog\/esl-grammar-activities\/\" target=\"_blank\" rel=\"noreferrer noopener\">teaching grammar activities<\/a> in isolation can make for a rather dull lesson. <\/p>\n\n\n\n<p>It&#8217;s important to design lessons that prioritize both accuracy in fluency and meaningful communication. Here are some sample activities teachers can use to encourage accuracy and fluency that can be tailored to fit your students&#8217; age and skill level.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"7-to-improve-accuracy\">To improve accuracy<\/h3>\n\n\n<ul style=\"padding-left: 1.1em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-08f7fd1c-5d23-4cd7-a447-88f552492155\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-eacd1a39-cdad-4b0e-8581-d4b6938bce7a\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Grammar and pronunciation drills.<\/strong> These are classic activities that foster accuracy. English textbooks typically have an exercise section or a companion workbook with grammar activities and listening drills to practice pronunciation. ESL teachers who don\u2019t use a textbook can easily find online practice exercises for their students.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-cfaa6d29-45d5-4f48-8ecc-8e971d991005\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Find the mistakes and correct them.<\/strong> A great way to stimulate students\u2019 attention to grammar rules is to give them sentences with mistakes and ask them to find and correct them. Akin to this is asking students to correct each other\u2019s writing. When engaged in this type of activity, students will automatically focus their attention on identifying errors and understanding how the errors diverge from the norm. This is an excellent way to stimulate student reflection on the L2.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-0e1fbdb6-705c-45c1-8454-135c18307680\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Fill in the blanks.<\/strong> Give your students sentences with blanks that need to be filled, and provide options with words that look similar but have different meanings, like &#8220;spill&#8221; and &#8220;spell,&#8221; or &#8220;compliment&#8221; and &#8220;complement.&#8221; This is an effective way to fine-tune their vocabulary accuracy and make them aware of subtle differences in spelling.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<h3 class=\"wp-block-heading\" id=\"8-to-improve-fluency\">To improve fluency<\/h3>\n\n\n<ul style=\"padding-left: 1.1em; text-align: left; --ub-list-item-icon-top: 3px;; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); --ub-list-item-fa-li-top: 3px; --ub-list-item-spacing: 0px; \" class=\"wp-block-ub-styled-list ub_styled_list\" id=\"ub_styled_list-fa727723-90e9-4a0b-8ed1-7826328fa802\"><div class=\"ub-block-list__layout\" style=\"text-align: left; column-count: 1; --ub-list-mobile-column-count: 2; \">\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-9a0557c1-06c5-4e4d-ac29-fb2aadaae386\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Topical conversations. <\/strong>Fluency in a language is best acquired through conversation, but the conversation topic should spark the learner\u2019s interest. ESL teachers can prepare a <a href=\"https:\/\/bridge.edu\/tefl\/blog\/teaching-conversational-english\/\" target=\"_blank\" rel=\"noreferrer noopener\">list of topics<\/a> beforehand and even poll the students to see which topic interests them the most.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-bd5a47de-a21b-405e-a774-f96a09dafc91\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Co-create stories.<\/strong> The TPRS method is one of the most successful in teaching fluency because it continuously encourages students\u2019 output. In the TPRS class, students co-create stories with the teacher. Once the story has progressed beyond two or three sentences, the teacher can ask the students to describe the situation. In DtS (Describe the Situation), the teacher first describes what has happened in the story, then asks students to practice on their own or in pairs, and finally has students DtS independently. There are infinite variations on DtS that can make the activity more creative and enjoyable. You can ask students to describe the situation from a specific emotional perspective or through different points of view. This also provides an excellent opportunity to foster accuracy in fluency by encouraging students to speak naturally while refining their language skills.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n\n<li class=\"ub_styled_list_item\" style=\"--ub-list-item-icon-top: 3px; --ub-list-item-icon-size: 0.9em; --ub-list-item-background-image: url('data:image\/svg+xml;utf8,&lt;svg xmlns=&quot;http:\/\/www.w3.org\/2000\/svg&quot; viewBox=&quot;0 0 448 512&quot;&gt;&lt;path fill=&quot;%2300d084&quot; d=&quot;M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z&quot;&gt;&lt;\/path&gt;&lt;\/svg&gt;'); \" id=\"ub-styled-list-item-5e940b7f-2636-48f3-a7f5-dbe999fca0f2\">\n\t\t\t<div class=\"ub_list_item_content\">\n\t\t\t\t<span class=\"ub_list_item_icon\">\n\t\t\t\t\t<svg width=\"0.9em\" height=\"0.9em\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 448 512\">\n\t\t\t\t\t\t<path fill=\"#00d084\" d=\"M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z\"><\/path>\n\t\t\t\t\t<\/svg>\n\t\t\t\t<\/span>\n\t\t\t\t<span class=\"ub_list_item_text\"><strong>Poster presentations and roleplay. <\/strong>These activities can be used to practice vocabulary and grammar relative to specific topics and foster fluency. Once a topic has been determined, e.g., family, hobbies, etc., the students create posters with images and descriptions. They then prepare a presentation to be given in front of the class. The other students listen and, at the end, are required to ask the presenter questions. The images work as references to help the presenter remember the content to be conveyed. In roleplay, students work in groups to create and memorize a script. Then, they perform the script they have created and memorized.<\/span>\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/li>\n<\/div><\/ul>\n\n\n<p><em>Download this <a href=\"https:\/\/drive.google.com\/file\/d\/1KBxXBiUhpnvS0RSYSYpgvgwBzVCijO95\/view?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">Bridge infographic on fluency vs. accuracy<\/a> to give yourself a quick reminder of the differences between these important concepts.<\/em><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2024\/12\/Bridge-Infographic-Fluency-vs-Accuracy.pdf\" type=\"application\/pdf\" style=\"width:100%;height:400px\" aria-label=\"Embed of Bridge Infographic Fluency-vs-Accuracy.\"><\/object><a id=\"wp-block-file--media-c523d0df-5f61-4a15-b2ab-e93d8b31a08c\" href=\"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2024\/12\/Bridge-Infographic-Fluency-vs-Accuracy.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Bridge Infographic Fluency-vs-Accuracy<\/a><\/div>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"9-conclusion-both-fluency-and-accuracy-are-important\">Conclusion: Both fluency and accuracy are important<\/h2>\n\n\n\n<p>Accuracy and fluency are both essential components of language instruction and should be emphasized in equal measure. Cultivating both skill sets separately or simultaneously through targeted activities is possible. The most effective strategies to teach these essential skills are those that combine accuracy and fluency in engaging ways that capture students\u2019 interest, increasing engagement and learning capacity.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"10-ready-to-take-your-teaching-skills-to-the-next-level-boost-your-credentials-and-take-a-deeper-dive-into-the-nuances-of-fluency-vs-accuracy-with-the-120-hour-master-tefl-certificate-\"><em>Ready to take your teaching skills to the next level? <a href=\"https:\/\/bridge.edu\/tefl\/courses\/online\/120-hour\" target=\"_blank\" rel=\"noreferrer noopener\">Boost your credentials and take a deeper dive into the nuances of fluency vs. accuracy with the 120-hour Master TEFL Certificate.<\/a><\/em><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>There are many goals English language teachers consider when developing their instructional strategies and deciding on class activities. Considering whether to focus on fluency vs. accuracy is an important one. [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":36951,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"categories":[10],"tags":[154,302,686,332,617,641,635,350,354],"post-language":[],"popular_posts":[],"class_list":["post-24568","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy","tag-instructional-design","tag-teaching-adults","tag-teaching-conversational-english","tag-teaching-grammar","tag-teaching-groups","tag-teaching-methodologies","tag-teaching-speaking","tag-teaching-teens","tag-teaching-young-learners"],"featured_image_src":"https:\/\/bridge.edu\/tefl\/blog\/wp-content\/uploads\/2024\/12\/Fluency-vs-Accuracy-featured-image-2.jpg","author_info":{"display_name":"Linda D'Argenio","author_link":"https:\/\/bridge.edu\/tefl\/blog\/author\/linda-dargenio\/"},"acf":[],"_links":{"self":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/24568","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/comments?post=24568"}],"version-history":[{"count":4,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/24568\/revisions"}],"predecessor-version":[{"id":37007,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/posts\/24568\/revisions\/37007"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media\/36951"}],"wp:attachment":[{"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/media?parent=24568"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/categories?post=24568"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/tags?post=24568"},{"taxonomy":"post-language","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/post-language?post=24568"},{"taxonomy":"popular_posts","embeddable":true,"href":"https:\/\/bridge.edu\/tefl\/blog\/wp-json\/wp\/v2\/popular_posts?post=24568"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}