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Although there are no widely agreed-upon definitions or measures of language fluency, [3] [5] [6] someone is typically said to be fluent if their use of the language appears fluid, or natural, coherent, and easy as opposed to slow, halting use. [5] In other words, fluency is often described as the ability to produce language on demand and be ...
Language proficiency is the ability of an individual to use ... native-level fluency was estimated to require a lexicon between 20,000 and 40,000 words, but basic ...
An intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of Rüschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate.
Advanced Fluency (also called Continued Language Development), [17] which requires students to know most content area vocabulary, lasts from 4 to 10 years. It is an achievement of cognitive academic language proficiency in the target language. Students' second-language ability has arrived to become near the native level. [16]
Competence is the collection of subconscious rules that one knows when one knows a language; performance is the system which puts these rules to use. [ 1 ] [ 2 ] This distinction is related to the broader notion of Marr's levels used in other cognitive sciences, with competence corresponding to Marr's computational level.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Fluency in multiple languages can lead to increased employment options [19] as well as create more opportunities for intercultural communication. [20] [21] Bilingual education can also support minority language speakers by communicating the value of their home or heritage language, resulting in increased self-esteem.
The continual training of the second language thus helps to train their linguistic ability and capacity to become near-native speakers. One study on the difference in teaching behaviour between native English-speaking teachers (NESTs) and NNESTs found that NNESTs' attitude towards teaching English is significantly different from that of NESTs.
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