Language Awareness in language learning and teaching: A research agenda

Svalberg, Agneta Marie-Louise

doi:10.1017/s0261444812000079

Cited by 96 publications

(66 citation statements)

References 52 publications

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“…see Ehrman 1996 for empirical findings pointing to a relationship between intrinsic motivation and grammatical sensitivity). By sharpening the empirical lens on particular target L2 features and examining associations with motivation, we may potentially gain understanding of how motivation impacts on language learners' attentional focus and resources and on their cognitive ENGAGEMENT WITH LANGUAGE (Svalberg 2009(Svalberg , 2012.…”

Section: Research Taskmentioning

confidence: 99%

Language learning motivation through a small lens: A research agenda

Ushioda¹

2016

Lang. Teach.

121

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In this paper I propose an agenda for researching language learning motivation 'through a small lens', to counteract our tendency in the L2 motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of SLA or particular features of linguistic development. Keeping the empirical focus narrow may also lead to interesting and illuminating analyses of motivation in relation to particular classroom events or to evolving situated interactions among teachers and learners. I propose a number of possible research tasks that might be undertaken by experienced researchers, teacher-researchers or student-researchers wishing to investigate language learning motivation 'through a small lens'.

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Section: Research Taskmentioning

confidence: 99%

Language learning motivation through a small lens: A research agenda

Ushioda¹

2016

Lang. Teach.

121

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“…Para isso, contribuíram os seguintes acontecimentos: o livro de James e Garrett, de 1991; a fundação da ALA/Association for Language Awareness, no Reino Unido, em 1992 8 ; no mesmo ano, a primeira edição da revista Language Awareness; a publicação do artigo de Schmidt, de 1990, sobre a consciência na aprendizagem das línguas; e igualmente a edição de Fairclough, de 1992. De acordo ainda com Svalberg (2007Svalberg ( , 2012, os desenvolvimentos da LA, nestes vinte anos, têm ocorrido em áreas de investigação e práticas aparentemente distintas, todavia é a sua natureza multidisciplinar que constitui a sua força, sem que o seu campo seja fragilizado.…”

Section: Consciência Linguística E Consciência Metalinguísticaunclassified

Revisitando a consciência linguística: apropriação do conceito por parte de futuros professores de Português

Ançã

2015

Calidoscópio

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RESUMO -Este texto chama a atenção para a importância da capacidade de refl exão sobre a língua portuguesa, especifi camente, no caso de futuros professores de Português. Faz inicialmente um enquadramento teórico que se reporta ao Movimento Britânico Language Awareness, iniciado nos anos oitenta do século passado, e aos seus desenvolvimentos posteriores. Pretende analisar a apropriação do conceito de consciência linguística (CL) em fi nalistas de um curso de mestrado para o 1º Ciclo do Ensino Básico, para professores generalistas e, por conseguinte, também professores de Português. Para o efeito, numa aula sobre a CL, interrogam-se os estudantes, através de duas questões escritas, sobre a altura e a circunstância em que cada um teve consciência da sua língua materna e sobre os contactos estabelecidos com línguas estrangeiras e o respetivo impacto na tomada de consciência das línguas (materna ou estrangeiras). Os resultados gerais apontam para uma não apropriação do conceito de CL, sendo este, por exemplo, identifi cado com a aquisição da oralidade ou da escrita. Os contactos com as línguas estrangeiras limitam-se praticamente às línguas aprendidas em contexto escolar. Em termos de impacto destas línguas na tomada de consciência da língua materna ou de outras línguas, este foi muito ténue, implicando apenas uma perceção de algumas diferenças (sobretudo lexicais) existentes entre as línguas românicas contactadas/aprendidas e a LP. Duas explicações são plausíveis para estes resultados: (i) o facto de estes estudantes não terem tido outras vivências linguísticas e culturais noutros espaços geográfi cos, ou contactos com outros falantes de outras variedades de Português, ou com estrangeiros e com as suas línguas; (ii) o próprio perfi l do curso que não especializa em determinada área mas generaliza todas as áreas. ABSTRACT -This paper draws attention to the importance of the ability to refl ect on the Portuguese language (LP), specifi cally in the case of future teachers of Portuguese. It begins with the theoretical framework that relates to the British Movement Language Awareness, which started in the eighties of the last century, and its subsequent developments. It intends to analyze the appropriation of the concept of linguistic awareness (CL) by fi nal year students of a master's course for the 1 st cycle of compulsory education, by generalist teachers, and, therefore, also by Portuguese teachers. To this end, in a lesson on CL, students are asked, through two written questions, about the time and circumstance in which they became aware of their mother tongue and about the contacts with foreign languages and their impact on the language awareness (mother tongue or foreign). The general results point to a non-appropriation of the concept of CL, which is identifi ed with the acquisition of oral or written language. The contacts with foreign languages are practically limited to the ones learned in the school context. In terms of the impact of these languages in the mother tongue or other language awareness, it was v...

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“…While this could be viewed as a limitation in terms of the functional nature of the curriculum (UE Type 3), it might also reflect a language analysis/language awareness (Svalberg, 2007) approach. The teacher's construction of the students as wholly dependent on the classroom process is a significant strand in the narrative here too, aligning with the perspectives on Bangladeshi classroom culture in AUTHOR (nnnn) and Huda, 2013) for example.…”

Section: Tutor Perspectivesmentioning

confidence: 99%

University English: Issues and directions for curriculum development

Kiely¹

2015

GJFLT

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This paper examines University English as a TESOL curriculum context. It outlines three approaches to university English: English as L1, where the focus is primarily on linguistics and literature; English as L2, where there is an advanced language learning component as well as a focus on linguistics and literature; and English for non-English majors, where the focus is on functional language use skills. The paper is in three sections: the first section takes stock of recent developments in the university sector with particular attention to English as a feature of the globalisation of higher education. The second section sets out a typology for English Major programmes, using a curriculum benchmark framework for the study of English on the one hand, and the study of languages on the other. The third section presents a case study of curriculum development in a public university in Bangladesh, showing how the three types of university English establish a baseline for understanding the curriculum and developing strategies to improve it. The ways in which the University English curriculum might be developed and researched further are discussed at the end of the paper.

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Language Awareness in language learning and teaching: A research agenda

Cited by 96 publications

References 52 publications

Language learning motivation through a small lens: A research agenda

Language learning motivation through a small lens: A research agenda

Revisitando a consciência linguística: apropriação do conceito por parte de futuros professores de Português

University English: Issues and directions for curriculum development

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