Oral fluency and phonological accuracy have largely been neglected in instructed SLA research. This MA-thesis discusses whether instruction is beneficial to the acquisition of oral fluency and phonological accuracy, by analyzing eight studies conducted in the area of SL fluency and phonological accuracy. From a theoretical framework of instructed SLA, I will discuss the methodology and results of the studies involved.\ud After a presentation of the effective types of instruction applied I translate the research findings to practical implications for classroom practice of fluency and pronunciation instruction. For fluency instruction it proves to be important to (1) focus on global features, (2) apply different sorts of planning, (3) strive for rich TL input and (4) stimulate as much student output as possible. Instruction of phonological accuracy should (1) focus on individual ‘marked’ or ‘new’ sounds, (2) be focussing on global pronunciation features, (3) preferably be incidental, (4) provide rich input and (5) stimulate student output. \ud In my conclusion I argue that language learning and teaching could benefit much more from research focussing on effect of methodology and type of instruction in these areas. As an example of I present my own teaching experiences in a classroom study on the role of instruction in the connection between motivation and oral proficiency
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.