Creative Automatization: Principles for Promoting Fluency Within a Communicative Framework

Authors

  • ELIZABETH GATBONTON,

    1. Concordia University
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    • Elizabeth Gatbonton teaches sociolinguistics and bilingualism at Concordia University and has taught ESL in the Philippines, England, China, and Canada. She is also a language consultant currently working for the Canada-China Language and Culture Program, St. Mary's University, Halifax. She has given papers, workshops, and seminars on issues related to the implementation and design of communicative language-teaching materials and courses.

  • NORMAN SEGALOWITZ

    1. Concordia University
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    • Norman Segalowitz is Associate Professor of Psychology at Concordia University in Montreal and is the author of numerous articles on bilingualism and various aspects of adult second language performance. His current research focuses on adult acquisition of second language reading skills.


Abstract

In this article we discuss the theory and practice of a “creative automatization” process by which learners can develop the automaticity component of fluency in second language production in a classroom setting. The techniques for this approach are designed to provide students with ample opportunities for repetition and practice within a wholly communicative context, without the shortcomings usually characteristic of pattern drills or other more traditional methods. Five specific design criteria are presented to help teachers in developing their own activities for promoting fluency within this framework.

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