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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 ...
Bialystok's distinction was motivated by practical concerns in SLA research, particularly the need to explain the differential success of learners in achieving fluent and accurate performance in a second language. She emphasized that implicit knowledge underpins fluent communication, while explicit knowledge plays a secondary, monitoring role.
Language proficiency is the ability of an ... native-level fluency was estimated to require a lexicon between 20,000 and 40,000 words, but basic conversational ...
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.
It is a prerequisite for learning to read and write and for overall academic success. The implications of the BICS and CALP concepts for children are that the second language or language of the classroom needs to be sufficiently well-developed for her or him to be able to meet the cognitive demands of the academic setting. [4]
Correlations also exist between reading ability, spoken language development, and learning disabilities. Therefore, advances in any one of these areas may assist understanding in inter-related subjects. [27] Ultimately, the development of word recognition may facilitate the breakthrough between "learning to read" and "reading to learn". [28]
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