Language Awareness and Knowledge About Language: An Overview

Essen, A.J. van

doi:10.1007/978-94-011-4533-6_1

Cited by 5 publications

(2 citation statements)

References 4 publications

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“…Related to the noticing hypothesis, and as we will argue also relevant in connection to DDL, are theories about linguistic and metalinguistic awareness, for example as put forward by Bialystok (2001). According to for example James and Garrett (1992), Bialystok (2001), Purpura (2004), andVan Essen (2008), the ability to evaluate and explain language practices (metalinguistic awareness) will support language learning, and in order to develop such awareness, students need to pay conscious attention to linguistic features. One could argue that DDL, for example focusing on investigating recurring features in the target language, enhances opportunities for students to focus and reflect on lexico-grammatical features in a way that fosters metalinguistic awareness.…”

Section: Theories Of Language Learning In Ddlmentioning

confidence: 99%

Corpus Literacy and Applications in Norwegian Upper Secondary Schools

Karlsen

Monsen

2020

NJES

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This study explores corpus literacy and pedagogical corpus applications among in-service teachers who have corpus linguistics in their educational background, along with their students of English in upper secondary school in Norway. In order to investigate the multifaceted nature of educational practice, the study took a wide perspective encompassing aspects of digitalization in education, general pedagogy, and corpus linguistics. The students (n=154) answered an online questionnaire and four teachers were interviewed. The data are discussed in light of a technology integration framework that takes into account teacher knowledge, resource availability, teacher beliefs, as well as student epistemologies. Findings show little to no corpus literacy among the students, with the exception of one student. The interviews show that the teachers have largely avoided corpora in their teaching practice. One reason why the teachers chose to do so was due to inaccessibility related to paywalls, registration requirements and functionality restrictions. Other potential reasons that were uncovered were tied to their perception of learner competencies, how the affordances of corpora fit their curricular focus, and how their epistemic beliefs about language learning influenced their choices.

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Section: Theories Of Language Learning In Ddlmentioning

confidence: 99%

Corpus Literacy and Applications in Norwegian Upper Secondary Schools

Karlsen

Monsen

2020

NJES

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“…Students with poor literacy backgrounds are generally expected to encounter difficulties utilizing both spoken and written language (Carlisle, 2003;Green, 2009), which indicates that linguistic development and language awareness should be core subjects in the educational curricula of teacher training and that such programs should be accompanied by evaluation and research (Fillmore & Snow, 2002;Van Essen, 1997). Language and reading researchers currently recommend that all teachers, regardless of their specialty, should exhibit clear mastery of language (Fillmore & Snow, 2002).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Language Awareness of Teacher Trainees

Argaman

Vaknin‐Nusbaum

2015

JLTR

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Abstract-Knowledge of language is the basis of every teacher's daily work. After completing their training, teacher trainees will utilize their knowledge of language as both the basis and the setting for their future educational decisions regarding reading, writing, and language communication. Insights into the importance of language in teaching indicate that teaching language knowledge should occupy a prominent position in teacher-training programs. Accordingly, courses in applied linguistics have been added to courses on academic writing and constitute an essential part of teacher-training programs throughout the world. However, despite the acknowledged importance of language classes in teacher training, there is little systematic research into the changes that occur in teacher trainees' language knowledge following completion of these courses in applied linguistics. This study investigates the change in teachers' phonological and morphological awareness in Hebrew following their participation in a course entitled "Language Sound and Form". In a test conducted at the beginning and end of each year, teacher trainees were asked to choose the correct morpho-phonemic structure out of two or three options. The words were inserted into sentences consisting of pseudo-words and real words. Significant improvements were found between students' skills at the beginning of the academic year and its end, indicating that participation in the course apparently helped augment teacher trainees' linguistic knowledge. Furthermore, this improvement was shown to enable the application of this knowledge to new forms. These findings form the basis of a discussion about the importance of linguistic knowledge in teachers' training.

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Language Awareness in Multilinguals: Theoretical Trends

Jessner¹

2015

Language Awareness and Multilingualism

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Language Awareness and Knowledge About Language: An Overview

Cited by 5 publications

References 4 publications

Corpus Literacy and Applications in Norwegian Upper Secondary Schools

Corpus Literacy and Applications in Norwegian Upper Secondary Schools

Language Awareness of Teacher Trainees

Language Awareness in Multilinguals: Theoretical Trends

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