Complexity, Accuracy, Fluency as a Communication Paradigm: From Theory to Instructional Curriculum

Abstract

This paper will outline the theoretical basis for a Complexity, Accuracy, Fluency triad as a communication paradigm and then present task-completion data that points to important elements for inclusion in the development of an instructional curriculum that can lead to informed CAF use by learners in a range of contexts. While the complexity, accuracy and fluency (CAF) construct has heretofore been applied in second language performance testing and factor interaction analysis, the present research takes the view that an instructional application of CAF can contribute to communicative competence in both a speaker’s first language as well as a second language. The research thus prioritizes development of an appropriate and effective CAF instructional curriculum that provides for CAF awareness, proceduralization and manipulation. Conceptualization of an instructional approach points to multiple and variously interacting domains of complexity, accuracy and fluency. Complexity refers to the semantic-functional properties of the language elements but also includes propositional complexity, the complexity of content as managed by the speaker. Accuracy refers to the extent to which a performance deviates from a prescriptive norm, but can also reflect varying expectations of comprehensibility, appropriateness and acceptability. Fluency is most often viewed in terms of global language proficiency; however, conceptual expansion suggests that ‘communicative fluency’ may imply slower and more enunciated speaking with repetition and rephrasing to ensure clarity of the utterance by the speaker and comprehension by the listener. This paper will introduce this conceptualization and then outline the instructional curriculum as it has been developed to date, while also reporting on semi-quantitative and qualitative research findings regarding assessments of the paradigm itself and student performance with the instructional approach. The research aims toward development of an instructional curriculum for cultivation of communicative competence in EFL, but with applicability to improved communication competence in first language use as well.