Abstract
Following on from my state-of-the-art article onLanguage Awareness and language learning(Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects oflanguage awareness(LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’. The overall argument is that research is needed into how LA is constructed by language learners and teachers throughengagement with language(Svalberg 2007; 2009). I will sometimes refer specifically to awareness of grammar (form-meaning) but hope the paper will stimulate ideas for research into other LA aspects of language learning and teaching. The absence of other issues and areas (such as LA and multilingualism, intercultural LA, critical LA, LA and language policy) is a function of the personal nature of the paper and the limitations of space.
Highlights
Following on from my state-of-the-art article on Language Awareness and language learning (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of LANGUAGE AWARENESS (LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’.1 The overall argument is that research is needed into how LA is constructed by language learners and teachers through ENGAGEMENT WITH LANGUAGE (Svalberg 2007; 2009)
The findings suggest that the learning effect of CONSCIOUSNESS RAISING (CR) might be enhanced by tasks that produce a measure of tension
To have an impact on language learning/teaching, LA research in the ten years needs to provide a much richer picture of how LA is constructed, how it is applied in language learning classrooms in a wide variety of contexts, and how it affects language learning
Summary
Following on from my state-of-the-art article on Language Awareness and language learning (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of LANGUAGE AWARENESS (LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’.1 The overall argument is that research is needed into how LA is constructed by language learners and teachers through ENGAGEMENT WITH LANGUAGE (Svalberg 2007; 2009). Following on from my state-of-the-art article on Language Awareness and language learning (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of LANGUAGE AWARENESS (LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’.1. The overall argument is that research is needed into how LA is constructed by language learners and teachers through ENGAGEMENT WITH LANGUAGE (Svalberg 2007; 2009). I will sometimes refer to awareness of grammar (form-meaning) but hope the paper will stimulate ideas for research into other LA aspects of language learning and teaching. I will briefly discuss the ENGAGEMENT WITH LANGUAGE (Svalberg 2009) construct and how research might provide insights into this process. The ultimate purpose of all the research tasks suggested here is the provision of a basis for improved LA practice in language classrooms
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