Consciousness-raising and Universal Grammar

Rutherford, William; Smith, Michael Sharwood

doi:10.1093/applin/6.3.274

Cited by 194 publications

(106 citation statements)

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“…Prior research has explored the role of consciousness-raising and focus on form (Doughty 2001;Doughty & Williams, 1998;Long, 1996;Rutherford & Sharwood Smith, 1985), and showed that visual input enhancement draws learners' attention to form in the written input, such as bolding, capitalizing, and underlining, which are formatting techniques that draw learners' attention to the target form.…”

Section: The Input and Output Hypothesismentioning

confidence: 99%

Classroom Interaction and Language Output

Wang¹,

Castro²

2010

ELT

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This study investigates the effects of classroom interactions between a) students and students and b) students and teachers on the learning of English passivization by L1 Chinese adult learners of English as a foreign language during the language input and output treatments. In phase 1, both groups were asked to read and underline the input material. After the materials were collected, the participants were required to produce the first reconstruction. After having been exposed to the same input material again, the participants produced the reconstruction the second time. In phase 2, participants wrote a short passage on a given topic and were presented a sample of the writing provided by the participating teacher. The results of this study suggest that classroom interaction and the language output may trigger learners to notice the target form and have a positive effect on improving the learning of a foreign language.

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Section: The Input and Output Hypothesismentioning

confidence: 99%

Classroom Interaction and Language Output

Wang¹,

Castro²

2010

ELT

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“…These tasks require the learners to solve grammar problems through interaction with the grammar structure, which forms the task content. The aim of these tasks is stated in Rutherford and Sharwood Smith (1985) as "the deliberate attempt to draw the learner's attention specifically to the formal properties of the target language" (p. 274). The rationale behind the use of this type of task is that once consciousness is raised, many learners are able to notice the structures in subsequent "meaning-focussed" activities (Schmidt, 1990;Uzunboylu & Tugun, 2016).…”

Section: Language Awarenessmentioning

confidence: 99%

Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

Hmidani

2017

Profile: Issues Teach. Prof. Dev.

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This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.Key words: Arabic, didactic, language awareness, model, reading, vocabulary, writing.Este estudio se llevó a cabo con 57 estudiantes universitarios árabes que participaban en un curso de inglés intensivo. El objetivo era resolver los problemas que se evidencian en los estudiantes al momento de usar los tiempos verbales del inglés. Se desarrolló y aplicó un modelo didáctico con el grupo experimental (27 estudiantes). Se aplicaron pruebas previas, medias y finales a los dos grupos en tres momentos. El modelo era una selección de aspectos de diversos métodos que se combinaron con el propósito de permitir a los participantes alcanzar una mayor competencia lingüística en términos de conciencia lingüística, habilidades de lectoescritura y construcción de vocabulario. Los resultados muestars diferencias estadísticamente significativas en la prueba final entre los dos grupos en relación con el nivel de competencia

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“…ISimilar concerns have been addressed under the rubrics of the noticing hypothesis (Rutherford & Sharwood Smith, 1985, 1988Sharwood Smith, 1981;Schmidt, 1990), focus on form (Long, 1991), input enhancement (Sharwood Smith, 1991), analytic-experimental (Stem, 1992), and negative evidence (White, 1991).…”

Section: Notementioning

confidence: 99%

Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks

Millard¹

2000

TESL

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This article examines a number of adult ESL grammar textbooks via an authordesigned checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although afew textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions. The Need for New GrammarIt has long been accepted by practitioners and academics alike that communicative language teaching (CLT) is the preferred way ESL should be taught (Savignon, 1991). Research in several CLT programs has, however, continually uncovered serious limitations in the exclusive CLT model. Studies done in the 1980s and 1990s showed that French immersion in Canada, one of the best examples of true CLT as it exists today (Krashen, 1985), consistently produced students who did not develop native-like abilities in written or oral production or sociolinguistic skills even after six or seven years of instruction (Genesse, 1987;Harley, 1991;Harley & Swain, 1984;Lapkin, Swain, & Cummins, 1983;Lyster, 1994;Swain, 1985;Swain & Lapkin, 1982). Similarly, research in CLT-based intensive ESL programs in Quebec (Spada & Lightbown, 1989) and New Brunswick (Lightbown, 1992) has also found that although the fluency of students in the CLT programs differs significantly from that of their counterparts in more traditional programs, there is often a lack of grammatical accuracy (Lightbown, 1991(Lightbown, , 1992Lightbown & Spada, 1990). These findings suggest that some form of grammatical instruction needs to be included in CLT programs.This grammatical instruction, known as form-focused instruction 1 (FFI), was originally designed to be instruction "that overtly draws students' attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication" (Long, 1991, pp. 45-46). Recently, however, some researchers have questioned this exclusively reactive approach to FFI and have suggested that more isolated proactive teaching is necessary for some students to learn some forms (see Spada, 1997 for a review). Further, the issue of how explicit the FFI needs to be to have learners notice the gap between their language production and that of native speakers TESL CANADA JOURNAUREVUE TESL DU CANADA VOL. 18, NO.1, WINTER 2000 47 is largely unclear (Schmidt, 1990). Research does suggest, however, that explicit teaching and/or feedback may be required to learn many, but not all, aspects of a second language (Spada, 1997). Regardless of which approach is favored, it is clear that the grammar teaching must not be done in isolation, but should be incorporated into CLT. This is necessary as research into both CLT and FFI suggests that learners need both communication to obtain high levels of fluency and form-oriented instruction to reduce errors (Long, 1990(Long, , 1991Savignon;Spada, 1997). Issues in Grammar TextbooksTraditionally, authors and textbook publishers have designed ESL gr...

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Consciousness-raising and Universal Grammar

Cited by 194 publications

References 0 publications

Classroom Interaction and Language Output

Classroom Interaction and Language Output

Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks

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