Enriching Speaking Fluency through Conversational Gambits and Routines among Iranian Intermediate EFL Learners

The activity of speaking is conducted spontaneously and there is not much time devoted to preplanning and arrangingthe utterances the speaker intends to deliver. Briefly defined, gambits and routines refer to the words and phrases thatfacilitate the flow of conversations. As such, one way to help learners acquire oral proficiency is to teach gambits thatsupport the social skills emphasized. The present study aimed to investigate the speaking fluency of Iranianintermediate EFL learners through conversational gambits and routines. To this end, the subjects of the present studyconsisted of an experimental group and a control group each containing 30 students who attended listening andspeaking classes. To count the frequency of gambit tokens and identify their functions, the recorded data were analyzedutilizing Keller and Warner’s classification of conversational gambits. The results of the t-test revealed that theexperimental group possessed better speaking fluency based on the occurrences of gambit categories. There was apositive correlation between the number of gambits and the scores of fluency test. Evidently, the findings of the presentstudy may have implications for EFL teachers and syllabus designers.