[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-491281-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-491281-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","fluency-in-spoken-english-understanding-spoken-communication","Fluency in Spoken English - Understanding Spoken Communication","","Speaking English fluently is explored through a worksheet focused on how continuous and effortless spoken production can be. It examines common disfluencies in spoken interaction, including hesitations, repetitions, and vocabulary gaps, and explains how these features are often misinterpreted as learner problems. Tasks use data and examples from the British National Corpus 2014 and the Trinity Lancaster Corpus to compare native and learner speech and to investigate how speakers handle uncertainty and word searching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/fluency-in-spoken-english-understanding-spoken-communication/491281/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/fluency-in-spoken-english-understanding-spoken-communication/491281.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does fluency in spoken English refer to?","Question",{"text":63,"@type":64},"Fluency refers to how continuous spoken production is and how effortlessly it flows. It contrasts with less fluent speech such as hesitations, repetitions, and difficulty finding words.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why do learners sometimes sound less fluent in conversation?",{"text":68,"@type":64},"Learners may struggle to keep an uninterrupted flow due to hesitations, repetitions, and vocabulary gaps. These issues can make them feel self-conscious, but similar disfluencies can also occur in native speaker speech.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the purpose of using BNClab in the worksheet?",{"text":72,"@type":64},"BNClab is used to find real examples of speaking features such as the phrase “what’s the word” and hesitation sounds like “er” and “erm.” Learners then count examples, record searched-for words, and discuss their functions in spoken interaction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},491281,1791903666,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPOKEN COMMUNICATION  \nSpeaking English fluently: What does spoken English really look like?  \nFluency in speaking refers to how continuous the spoken production is and how effortlessly it flows. This worksheet looks at issues in the fluency of spoken English that make speech less fluent such as hesitations, repetitions of words and phrases or dealing with vocabulary gaps. Such features are often believed to be typical of learner language , indicating problems with the ability to keep an uninterrupted flow of speech. As a result, some learners may feel self-conscious about the presence of these disfluencies in their speech, making them less confident at speaking and less willing to take part in conversations. However, it is useful to realise that all speakers, whether native speakers or learners of English, are disfluent sometimes and that such disfluencies are very common in spoken communication in general. In this worksheet, we are going to look more closely at different types of disfluencies in the conversations of native speakers of British English. The tasks use data and examples from the British National Corpus 2014 and from the Trinity Lancaster Corpus of spoken L2 English to explore these typical features of spoken interaction and the reasons for their occurrence.  \n\n| \u003Cbr>Task 1 |  |\n| --- | --- |\n| \u003Cbr>When we think about spoken language, fluency is often mentioned as an important component of successful communication. Discuss the following questions with your partner or your group.\u003Cbr> What do you think ‘being fluent’ in a language means?\u003Cbr> What are some ways in which we can tell whether someone is fluent or not?\u003Cbr> Are there any areas of spoken interactive English that you think are especially challenging for you?\u003Cbr>\u003Cbr>\u003Cbr>|  |\n\nTask 2  \nLook at the following examples from conversations in English. Some of the examples come from native speakers of English in the British National Corpus 2014, others come from learners of English from the Trinity Lancaster Corpus. Try to guess which examples came from (a) native speakers and which from (b) learners of English. Discuss what factors helped you to decide between the two groups of speakers.  \n1. S1: and you could always tell which student was which department you know? so oh yeah yeah just I mean very erm oh gosh what's the word? very oh I'll I'll think of it in a minute S2: distinctive? S1: er well yeah that  \n3. S1: my computer scientist erm colleague person who was who was who really helped us out she's been doing a lot of analysis today this was her Wednesday off  \n2. S1: I do er I don't go I don't go over forty knowing it er in into erm even like on any of the roads [discussing the usual speed of driving]  \n4. S1: mm well I think they should have allowed the big banks to go bankrupt and should not have rescued them what might have followed if er if the big banks had disappeared? S2: well I think that if the big  \n5. S1: I don't know whether that is actually possible it probably is erm but yeah I mean this idea of surveillance you know from parents I mean I don't think it's surveillance I mean it's you know it's not surveillance it's supervision you know which is which is fine some people some parents are very strict with supervising their children  \nbanks have disappeared people will the econom the economy of a country will go down  \n6. S1: one of the directors of the school is the chair and then they have various other committee people but it's a lady in actually called who is who's been who's the director of studies in one of the schools in the and she's been doing it for about twenty years but  \n7. S1: what kind of er techniques do you apply with technology? S2: erm well I I I use I use it in in teaching all aspects of English spoken written er listening and yes so and pronunciation erm but I don't think it's always necessary to have the latest S1: right erm for er some people er it's necessary yeah but for me it's not necessary er because er my students are","cbCaiee0Y6nBj2ZL","https://ap.wps.com/l/cbCaiee0Y6nBj2ZL","pdf",184597,"English","# Task 1\n## Discuss questions about fluency\n# Task 2\n## Classify examples: native speakers vs learners\n# Task 3\n## Analyze vocabulary gap examples with BNClab\n# Task 4\n## Investigate hesitation sounds with BNClab","[{\"question\":\"What does fluency in spoken English refer to?\",\"answer\":\"Fluency refers to how continuous spoken production is and how effortlessly it flows. It contrasts with less fluent speech such as hesitations, repetitions, and difficulty finding words.\"},{\"question\":\"Why do learners sometimes sound less fluent in conversation?\",\"answer\":\"Learners may struggle to keep an uninterrupted flow due to hesitations, repetitions, and vocabulary gaps. These issues can make them feel self-conscious, but similar disfluencies can also occur in native speaker speech.\"},{\"question\":\"What is the purpose of using BNClab in the worksheet?\",\"answer\":\"BNClab is used to find real examples of speaking features such as the phrase “what’s the word” and hesitation sounds like “er” and “erm.” Learners then count examples, record searched-for words, and discuss their functions in spoken interaction.\"}]","Fluency in Spoken English - Understanding Spoken Communication | PDF",1790847705]