Abstract
Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania
Highlights
Accuracy and fluency are two important aspects of using a language either in speaking or in writing, though the term fluency is mostly attached to speaking more than to other language skills
As stated by Alanisi (2012: 175) “there is no correspondence, to a great extent, between the aims stated by the syllabus and the topics in the texts used in teaching speaking
This study investigates the disfluency features as hesitations, repetitions, false starts and pausing which are of a great importance with respect to listeners’ negative impressions on the EFL learners’ speech
Summary
Accuracy and fluency are two important aspects of using a language either in speaking or in writing, though the term fluency is mostly attached to speaking more than to other language skills. According to Alanisi (2012: 56) accuracy refers to “how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary”, while fluency refers to “how well learners communicate meaning rather than how many mistakes they make in grammar, pronunciation and vocabulary”. Accuracy refers to the correct use of language in terms of grammar, vocabulary and pronunciation. There is a gap between what is prescribed for the EFL learners and the product of those courses in reality. This is confirmed by Alanisi (2012) who analysed the teaching methods, the syllabuses, and the textbooks used in teaching the speaking skill at colleges of Education in Yemeni universities. The tasks/ activities do not encourage interaction and do not give space to learners to express themselves because they are required to model their speech after given examples or limit themselves to answering a set of questions”
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