UNIVERSITY OF SCIENCE AND TECHNOLOGIES

Abstract

I will present the concepts of accuracy and fluency and their differences. As teachers theoretically we know that students understand the speaker despite their mistakes, and the communicative method requires that when practicing fluency they should not stop or correct the speaker, but it is often difficult because the teacher is still psychologically focused on the literacy of the statement. By which I mean, it seems that here it is necessary to refer to the origins of the discussion about fluency and correctness and to remember the detailed interpretation of these concepts by the founders of the communicative approach, where fluency is understood not by the speed of speech, but the ability to adequately express the thought, even if not always competently.