Consciousness-Raising and the Second Language Learner

Smith, Michael Sharwood

doi:10.1093/applin/2.2.159

Cited by 264 publications

(148 citation statements)

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“…It is not uncommon for declarative knowledge either to be lost (this assumes that memory traces decay, which is controversial) or simply to be no longer retrievable after proceduralization is complete. We can often drive or walk familiar routes more accurately than we can give directions to others on how to do so; skilled typists may have better kinesthetic than verbal control over spelling; and foreign language learners may be able to retrieve the products of frequently used productions even when they cannot remember anything about the declarative knowledge that was presumably used to guide such productions initially {Sharwood Smith, 1981).…”

Section: Act-mentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

311

187

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Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

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Section: Act-mentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

311

187

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“…By giving explicit FTA instruction to the students we gave them the opportunity to practice them to become automatic (Kuhn & Stahl, 2003;Rasinski, 2006). The explicit instruction given to the students lead to consciousness raising in using FTA knowledge (Sharwood Smith, 1981 & Olshtain, 1985) which is in light with the 4.88 point increase in oral fluency by student who were taught FTA explicitly. It is stated that L2 speakers lack of pragmatic competence results in pragmatic failure which Leech (1983) say that it is in the failure of transfer of norms of a language to another which leads to communication breakdown and hesitation in speaking which by teaching them was overcome.…”

Section: Theory and Practice In Language Studies 939mentioning

confidence: 85%

“…Naturally, this requires some type of explicit instruction or consciousness raising (Sharwood Smith, 1981) or form-focus instruction which can help the learners to notice the involved cues and to scaffold them (Schmidt, 2001). Recent developments in the area of cross-cultural communication have equally heightened the need for investigating the issues which may most probably lead to communication breakdown.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

Improving Oral Fluency of EFL Students with Different Proficiency Levels through Explicit Instruction of Face Threatening Strategies

Biria

Pozveh

Rajabi

2017

TPLS

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Abstract-Meaning and interaction are the essential parts of socialization process in which the interlocutors try to mitigate and control the negative impact of face threatening acts. As such, the main objective of the present study was to determine whether explicit instruction of FTA strategies could lead to the improvement of EFL students' oral fluency with different proficiency levels. To achieve this end, from the targeted population of 350 undergraduate students majoring in English translation at Isfahan (

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“…Therefore, the null hypothesis VI is rejected. In a nutshell, recent studies particularly conducted by Smith (1981) and his followers Ellis (1993;& 2008, 2012; Dekeyser (2003), Nassaji & Fotos (2004;2011) declared that C-R activities, which are primarily defined as explicit instruction, are more effective than SI tasks in improving the explicit grammatical knowledge. According to the previous research, it can be concluded that there is significant difference between these two types of input-based tasks regarding their effects on the learners' acquisition of explicit knowledge.…”

Section: Testing Null Hypothesis VI and Discussionmentioning

confidence: 99%

The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners

Zereshki¹,

Rezaie²

2018

IJEL

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During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants' implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.

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Consciousness-Raising and the Second Language Learner

Cited by 264 publications

References 0 publications

Psychological Mechanisms Underlying Second Language Fluency

Psychological Mechanisms Underlying Second Language Fluency

Improving Oral Fluency of EFL Students with Different Proficiency Levels through Explicit Instruction of Face Threatening Strategies

The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners

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