4-3-2 speaking activity

Students tell the same story three times to different partners, with time limits decreasing from 4 to 3 to 2 minutes. This progressive time reduction forces more efficient speaking while building automaticity.

Background

The 4/3/2 technique was originally devised by Keith Maurice (1983) as 5/4/3, but the five-minute duration proved too demanding for lower-proficiency learners. The technique belongs to the fluency development strand of language teaching and specifically targets spoken fluency through repeated practice with time pressure.

How It Works

1. Round 1: Student A tells story to Student B (4 minutes)
2. Partner change: Students find new partners
3. Round 2: Same story, new partner (3 minutes)
4. Partner change: Find third partner
5. Round 3: Same story, final partner (2 minutes)

Why It's Effective

• Builds automaticity: Students become comfortable with content structure, allowing focus on delivery
• Increases fluency: Progressive time pressure encourages faster, more natural speech
• Reduces anxiety: Familiarity with content builds confidence
• Promotes self-correction: Students naturally refine their narrative with each telling

Theoretical Framework

Fluency Development Criteria

Nation identifies five criteria that define effective fluency development techniques. The 4/3/2 technique meets these requirements:

1. Known language features: Topics should involve language already within learners' knowledge
2. Accurate use: Activities should promote accurate language use
3. Time pressure: Some pressure to perform faster than usual level
4. Meaning-focused: Genuine communication with different listeners each time
5. Large quantity: Each activity provides 9+ minutes of speaking practice

Learning Goals

• Primary: Developing spoken fluency through repeated practice
• Secondary: Strengthening vocabulary and grammatical knowledge
• Incidental: Encouraging use of multiword units and formulaic sequences

Topic Selection

Personal Narratives

• "Tell about a time when you were really surprised"
• "Describe your most memorable day last year"
• "Share an experience that changed your perspective"

Descriptive Tasks

• "Describe your ideal vacation destination"
• "Explain how to make your favorite dish"
• "Describe what your hometown was like when you were a child"

Opinion Pieces

• "Convince someone to try your favorite hobby"
• "Explain why everyone should learn a second language"
• "Argue for or against social media use"

Implementation Tips

Timing Management

• Use visible timer for each round
• Give 30-second warnings before transitions
• Allow 1-2 minutes between rounds for partner changes

Partner Organization

• Number students 1-2, 1s move clockwise each round
• Use different grouping methods (height, birthday month, etc.)
• Ensure students don't repeat partners

Content Guidelines

• Choose topics students can speak about from personal experience
• Avoid controversial subjects that might inhibit sharing
• Provide optional sentence starters for lower levels

Preparation Methods

Pre-Activity Preparation

Written preparation: Students write a version of their talk and receive feedback before speaking

Recording and review: Students record a 4-minute practice talk, listen to it (possibly with a partner), note improvements, then proceed with 4/3/2

Partner interview: One student interviews another about the topic before the 4/3/2 activity begins

3/3/3 preparation: Use the same topic in a 3/3/3 format (no time pressure) on a previous day as preparation for 4/3/2

Between-Round Interventions

Listener feedback: Brief feedback from the listener after each round

Speaker reflection: Speakers make notes on a cue sheet between rounds

Recording review: Students listen to a recording of their first delivery before continuing

Level Adaptations

• A2: Provide story framework and key vocabulary; use shorter times (3/2/1½)
• B1: Give topic list, allow choice and preparation time
• B2-C1: Spontaneous topics, focus on sophisticated language use; can use longer times (5/4/3)

Common Challenges and Solutions

Problem: Students finish too early in later rounds Solution: Encourage elaboration, add details, include personal reflections

Problem: Students speak too quickly, sacrificing clarity Solution: Emphasize maintaining natural rhythm over pure speed

Problem: Some students don't participate actively as listeners Solution: Give listeners specific tasks (ask one follow-up question, note interesting details)

Research Insights

Accuracy vs Fluency Trade-off

Research by Thai and Boers (2016) indicates that while 4/3/2 effectively develops fluency, the time pressure may come at the expense of accuracy. Key findings:

• Verbatim repetition increases due to time pressure
• Limited opportunity for self-correction between rounds
• Fluency gains may involve making incorrect forms fluent

Recommended Solutions

To balance fluency development with accuracy:

• Pair 4/3/2 with 3/3/3 (no time pressure) for accuracy focus
• Add interventions between rounds (feedback, reflection, note-taking)
• Ensure topics use well-known language to minimize errors
• Consider 4/3/2½ if students struggle with the 3→2 minute transition

Assessment Focus

• Fluency development: Smoother delivery with each round
• Language refinement: Natural self-correction and improvement
• Confidence building: Increased ease and expression
• Content organization: Clearer structure and flow

Variations

3-2-1 Version

Shorter activity for quick fluency practice

Picture Prompt 4-3-2

Use images as story starters for more structured content

Academic 4-3-2

Students explain academic concepts or research findings

Question-Based 4-3-2

Students respond to the same interview question three times

Follow-Up Activities

• Reflection discussion: How did your story change with each telling?
• Language noting: What phrases or structures became more automatic?
• Peer feedback: What made the final version most effective?
• Recording comparison: Audio record first and last versions for analysis

Course Integration

Frequency Recommendations

• Schedule as a regular weekly or bi-weekly activity (takes ~10 minutes)
• Can occupy 1/16th of total course time if used as primary spoken fluency activity
• Works well for revisiting previous lesson content

Digital Applications

• Individual practice: Students record themselves, review, then re-record
• Use smartphone timers for precise timing
• Can be adapted for distance learning with breakout rooms

Large Class Management

• Manage noise levels through clear signals (desk tapping)
• Students should speak quietly to minimize disruption
• Ensure clear movement patterns for partner changes