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At a recent conference on teaching English in Singapore (co-sponsored by Japan’s education ministry), I attended some disappointing presentations by teachers from Japan, and wondered how Japanese students could ever hope to communicate in English if these were the researchers selected by Japan’s bureaucratic echelons to guide future generations toward acquiring English communicative proficiency.

One such talk, proudly titled “Measuring Fluency,” attracted me as I have been researching the measurement of second-language acquisition in terms of fluency, accuracy and complexity as part of my text-free methodology studies appearing this year on America’s federal educational research home page.

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