The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

Fluency覆膜支架行TIPS术后支架狭窄原因分析

目的分析Fluency覆膜支架行经颈静脉肝内门体分流术（TIPS）后支架狭窄发生原因,探讨术中支架最佳释放位置,以进一步提高临床疗效。方法收集2008年6月至2012年6月采用Fluency覆膜支架行TIPS治疗的肝硬化门静脉高压症患者124例,术中均仅接受1枚Fluency覆膜支架,且支架直径均为8 mm。术后3、6个月,1、2、3、4、5年定期随访行超声及多层螺旋CT检查,根据分流道狭窄诊断标准评估是否存在支架功能障碍及门静脉高压复发,必要时行直接门静脉造影,球囊扩张或支架植入修复分流道。结果 124例患者手术成功率为100%,术后门静脉内径和门静脉压力均显著降低。随访期间共有35例患者（28.23%）发生支架狭窄,其中22例为肝静脉端狭窄,12例为门静脉端狭窄,1例为支架完全闭塞;经门静脉右支分流术后支架狭窄发生率为35.62%（26/73）,经门静脉左支分流术后支架狭窄发生率为17.65%（9/51）,两者间差异有统计学意义（P=0.029）。结论 Fluency覆膜支架行TIPS术后支架狭窄多发生在支架两端,与分流道位置选择、支架长度、支架成角角度、释放位置等因素相关,高发时间窗为术后6-24个月。选择门静脉左支分流、最合适支架尺寸并精准释放,可降低术后支架狭窄发生率。

SECCL-based research on prefabricated chunks in achieving oral English fluency

Fluency on oral English has always been the goal of Chinese English learners. Language corpuses offer great convenience to language researches. Prefabricated chunks are a great help for learners to achieve oral English fluency. With the help of computer software, chunks in SECCL are categorized. The conclusion is in the process of chunks acquiring, emphasis should be on content-related chunks, especially specific topic-related ones. One effective way to gain topic-related chunks is to build topic-related English corpus of native speakers.

Effect of conceptual fluency on English oral communication

Recent research has found that L2 learners of high grammatical proficiency will not necessarily show concomitant pragmatic skills. On the basis of Danesi＇s Conceptual Fluency theory and actual learners＇ oral abilities, this research conducted two types of tests： a discourse-completion test and a dialogue-interpretation test. The research has found that L2 learners are often influenced by L1 conceptual system, and speeches are not necessarily appropriate and native-like.

Stent-grafts for the treatment of TIPS dysfunction:Fluency stent vs Wallgraft stent

AIM:To evaluate the clinical efficacy of an expanded polytetrafluoro-ethylene-covered Fluency stent compared with that of a polyethylene terephthalate-covered Wallgraft stent for the management of transjugular intrahepatic portosystemic shunt(TIPS)dysfunction.METHODS:A retrospective review of patients who underwent TIPS revision with stent-grafts between May 2007 and June 2011 was conducted.The patients were divided into two groups according to the stentgrafts implanted:the Fluency stent(Bard Incorporated,Karlsruhe,Germany)and the Wallgraft stent(Boston Scientific,Galway,Ireland).The primary patency rates were calculated and compared using the Kaplan-Meier method.RESULTS:A total of 73 patients were evaluated in this study:33 with Fluency stents and 40 with Wallgraft stents.The primary patency rates at 12 and 24 mo were 91% and 85%,respectively,in the Fluency stent group and 78% and 63%,respectively,in the Wallgraft stent group.The primary shunt patency rates after TIPS revision were significantly better with the Fluency stent than with the Wallgraft stent(P = 0.033).CONCLUSION:TIPS revision with the Fluency stent has higher medium-term patency rates than that with the Wallgraft stent.

Atrophy of the left dorsolateral prefrontal cortex is associated with poor performance in verbal fluency in elderly poststroke women

This study aimed to investigate the association between atrophy in the prefrontal cortex with executive function and verbal fluency in elderly male and female patients poststroke. Thirty elderly female patients with non-aphasic ischemic stroke aged -〉 60 years and 30 age-matched non-aphasic male patients with ischemic stroke were recruited. Automatic magnetic resonance imaging segmentation was used to assess the volume of the whole prefrontal cortex, along with its subdivisions： anterior cingulate cortex, orbitofrontal cortex and dorsolateral prefrontal cortex. The Semantic Verbal Fluency Test was administered at 3 and 15 months poststroke. At 3 months poststroke, left dorsolateral prefrontal cortex volume was significantly correlated with Verbal Fluency Test score in female patients only （partial coefficient = 0.453, P = 0.045）, after controlling for age, education, diabetes, neurological deficit, white matter lesions volume, as well as the location and volume of infarcts. At 15 months poststroke, there remained a significant association between the left dorsolateral prefrontal cortex volume and Verbal Fluency Test （partial coefficient = 0.661, P = 0.001） and between the left prefrontal cortex volume and Verbal Fluency Test （partial coefficient = 0.573, P = 0.004） in female patients after the same adjustments. These findings indicate that atrophy of the left dorsolateral prefrontal cortex contributes to the impairment of verbal fluency in elderly female patients with stroke. Sex differences may be present in the neuropsychological mechanisms of verbal fluency impairment in patients with stroke.

Language, executive functioning and symptomatology—Is fluency a transversal tool in schizophrenia?

Despite a large number of studies on fluency disorders in schizophrenia, it is still not clear whether executive functioning and fluency tasks are empirically linked and how symptomatology could specifically get involved on these influences. We carried out analyses of performances in several verbal fluency tasks, a non-verbal fluency task and an executive test (FAB) in 25 schizophrenics and 25 healthy subjects matched in terms demographic data. Patients also completed the Positive and Negative Symptoms Scale in order to control for their clinical profile. Our results suggest that schizophrenic patients show both category and letter fluency deficits with a greater impairment for letter fluency. They also display poorer performances for the non-verbal fluency task. In patients, all the verbal and non-verbal fluencies are significantly correlated with the FAB total score. By contrast, in controls, only letter fluency correlates with the FAB total score, which is congruent with previous literature on the healthy mechanisms of verbal fluency. Besides, factorial analyses show that symptomatology is specifically related to particular indexes of fluency tasks. Taken together, these data lead to support the hypothesis of retrieval rather than semantic difficulties and alargest involvement of executive functioning in schizophrenics during tasks that require a certain degree of efficiency, with performance being influenced by the clinical profile. Yet, the relation between fluency scores and executive functioning has to be more intensively explored and further studies should include semantic memory measures that fit with pathology’s constraints and characteristics.

交际教学法中Accuracy和Fluency的关系

本文从外语教学的主要目的出发，根据准确（accuracy）和流利（fluency）二者的关系，对在交际教学中如何正确处理好这二者的关系，提出了一些自己的见解。

On the Teaching Methods to Balance Fluency & Accuracy for Chinese University English Learners

By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses some suitable teaching methods in both contexts respectively to balance this pair of objective focus.

How to Develop Accuracy and Fluency in Speaking Skills in Second Language Classroom

This paper firstly defines the key concepts of accuracy and fluency in relation to the development of speaking skills. Then, consider the challenges presented to language teachers of ensuring that learners develop accuracy and complexity in their speaking, as well as fluency. Finally according to the teaching materials supplied, identify and evaluate the opportunities provided for the development of spoken accuracy and fluency, and explain how to exploit the materials to the fullest extent.

A Framework of L2 Oral Fluency Developmentin the FL Classroom Setting

ThepresentstUdyaimstoconstrUctatheoreticalframeworkofLZoralfluencydevelopmentintheFLclassroomsetting.Itisdividedintofourpar'ts:(i)definitionofLZoralfluency,(n)waysinwhichthelearner'Soralfluencyisdescribedandmeasured,(iii)externalfactorsinclassroomset...

Oral Fluency In Second Language Teaching

When it comes to the delivery of speech,it usually relates to the fluency.To be more specific,how to orally express thoughts and feelings smoothly and clearly.And acquiring the increased fluency is a highly ranked goal among L2 speakers.T his essay will concentrate on two major aspects of fluency.The first part will discuss the factors affecting the oral fluency and the following part will provide some implications for improving fluency in the classroom context.

On L2 English Learners’Formulaic Language Use and Spoken English Fluency

This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.

Semantic and Phonemic Verbal Fluency Performance in Patients with General Anxiety Disorders and Allostatic Load under Alprazolam Treatment

Purpose: Anxiety disorders are frequently associated with chronic stress with possible cognitive consequences. The aim of this study was to determine the verbal fluency performance in a cohort of patients with anxiety disorders and allostatic load, treated with alprazolam during 12 weeks. Methods: Patients with GAD (general anxiety disorders, DSM IV), with >6 in Hamilton Anxiety Rating Scale (HAM-A), neuroticism > 18 (NEO-FFI inventory), and normal Mini-Mental State Examination were included. Clinical and Psychiatric examination, Allostatic Load Index and cognitive assessment were analyzed before and after 12 weeks of treatment. The phonemic and semantic verbal fluency tests were determined in all patients. The scoring for each fluency task was determined by counting the number of correct words. The total score from each semantic and phonemic verbal task was analyzed comparing the individual score with normal data controlled by age and sex. Patients with scores > ?2 standard deviation (SD) from normative data were considered impaired. Results: Fifty-four patients completed the semantic verbal fluency test before treatment and fifty patients completed after treatment. According to the z-scores before treatment 7 patients of 54 (12.9%) had verbal fluency impairments. After treatment none patients showed semantic verbal fluency deficits but 3 patients of 50 (6%) showed phonemic impairments. Impaired group was significantly associated with an older age before treatment (p = 0.033) and with a similar tendency but not significant (p = 0.09) after treatment (Student t test). Conclusion: In this study older age factor was associated with verbal fluency impairment in GAD patients. Stratified treatments analyzing age and sex factors, including allostatic load measurements and cognitive assessments may be useful tools to determine the effectiveness and the safety of psychopharmacological treatments.

Effects of using a computer-lab on oral English fluency amongst all Chinese students at WOU

The purpose of this study is to assess the effectiveness of using a computer-lab on oral English fluency amongst all Chinese students at Western Oregon University （WOU）. The participants are oversea Chinese graduate students who take undergraduate courses at WOU, and some of them regard English as their Second Language. The study adopts the experimental design, There are total of 60 Chinese students participating in the study. The results indicate that the use of a Computer-Lab significantly improved students＇ English oral expression ability.

The application of conceptual fluency to English teaching

The term of ＂conceptual fluency＂ put forward by Danesi offers a fresh perspective to look at the current disturbing situation that confronts college English teaching in China. This paper propounds its theoretical basis by reflecting on the philosophical and linguistic trends in modern era, and points out the defects of Danesi＇s theory, insisting that conceptual fluency should be built on both the lexical and grammatical levels. It then exemplifies the implementation of the theory in actual teaching practice.

English Class Design to Improve Students＇ Oral Fluency

The paper discusses the concept of oral fluency and some factors which influence students＇ oral fluency, analyses the data from first-year English majors in USST and also helps design some effective ways to provide every chance to ＂force＂ students to speak English. Finally, the paper points out that oral class is absolutely not the only class to practice speaking English, other classes such as Comprehensive English, Extensive English, etc., can also be used to improve the students＇ oral fluency effectively if designed properly

Pedagogical Tasks for Developing Learners' Speaking Fluency in Chinese Senior High Schools

In this essay, the author explains and analyses the background and speaking criteria in Chinese senior high schools.This essay aims to put forward a series of pedagogical tasks about one topic that are designed to develop learners' speaking fluency by implanting lexical chunks and 4/3/2 technique to help learners improve speaking fluency in Chinese senior high schools.

运用Fluency writing以写促学

英语写作能力是学生掌握英语语言程度的综合体现,也是当前中学生尤其感到畏惧的难点。文章总结了一项英语写作教学改革试验。这一改革源于加拿大Penny教授提出的Fluency writing设想。在初中英语写作实验教学中运用Fluency writing以写促学,通过引导学生不受拘束地用书面英语表达内心的构思,来促进英语知识向运用层面转化。

Reading Stories——A Lively Path to EFL Fluency and to Clear, Creative Thinking

Learning to read is a vital,complex task which can be made easier if we expand the conventional conceptualizations of reading.Many have wisely advised educators about expanding beyond understanding reading primarily as an act of decoding visual,printed symbols into words,phrases。