Creative Automatization: Principles for Promoting Fluency Within a Communicative Framework

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. In this article we discuss the theory and practice of an approach developed in the classroom for promoting "automaticity" with functionally relevant utterances in a second language. This approach allows one to provide learners with extensive practice without making use of traditional pattern drills and exercises and does so in a way that is fully compatible with the communicative approach. Automaticity is viewed here as a component of fluency. In considering fluency, one can broadly distinguish between skills concerned with the selection of utterances (knowing what to say, to whom and when) and skills concerned with the actual production of these utterances (producing them rapidly and smoothly, without hesitations and pauses). For a speaker to be fluent, both kinds of skills are important. The development of utterance selection skills, however, does not necessarily imply the mastery of utterance production skills. This is illustrated by the fact that one can mentally formulate utterances in the second language in anticipation of a forthcoming communication situation, monitor their forms and correct them if necessary, and still be unable to produce them

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