Abstract
This study investigates whether Japanese junior high school students become able to speak more fluently with more varieties of vocabulary and more appropriate information structure to the given situation, through a series of instruction based on the SSARC model (Robinson, 2010). In the series of instruction, students first worked in pair on some simplified tasks repeatedly which were designed to equip them with expressions, with which they could better meet the demands of more complicated tasks, where they talked about stories that they had read before the instruction began. The pretest, the posttest, and the delayed posttest were conducted with a 3-week interval in between. In the posttest, although students’ performances were not significantly developed in terms of fluency and complexity, they became able to give speeches in a more listener-friendly manner.
https://ror.org/00menq219 
