Abstract
This paper examines the position, nature, and scope of Language Awareness (LA) work in English language teacher education courses. By means of a sequence of LA activities, we attempt to identify the essential features of such activities for teachers and trainee teachers, so providing an interim framework for materials writing in this area, and illustrating the main methodological principles which underly LA activities. It is our contention that LA provides an important link between teachers' knowledge of language and their practices in teaching language.
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