Abstract
ABSTRACTThe paper discusses how learner engagement in language learning settings has been conceived of and investigated in the past decade. Whilst a cognitive focus used to predominate in research on language learners’ engagement, the importance of affective (and social) factors is increasingly recognised. The paper interrogates ‘engagement’ in the literature in order to better understand its role in Language Awareness and language learning. It situates Engagement With Language in relation to other similar notions, including contextual engagement, task engagement and engagement with corrective feedback. An insufficiently understood, yet highly influential factor in engagement research is found to be perceived meaningfulness. What constitutes meaningfulness will partly depend on the age (developmental stage) of the learner. Research findings reviewed indicate that such disparate factors as purposefulness, utility, and enjoyment can confer meaningfulness on tasks or activities, and that meaningfulness can be linguistic, social, or individual in nature. Suggestions are made for further research on conscious learner engagement in instructed language learning settings.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
