Language awareness and language learning

Svalberg, Agneta Marie-Louise

doi:10.1017/s0261444807004491

Cited by 220 publications

(110 citation statements)

References 152 publications

(156 reference statements)

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“…The concept of noticing combines the two crucial cognitive linguistic notions of attention and awareness (Svalberg, 2007). The Noticing Hypothesis states that subliminal SLA is impossible, and that it is only through conscious attention that input can be converted into intake 1 .…”

Section: Cf As Noticing Facilitatormentioning

confidence: 99%

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

Beuningen¹

2010

ijes

157

128

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The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996;. In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development. KEYWORDS:written corrective feedback, error correction, second language writing, accuracy development, second language acquisition RESUMEN El papel que la corrección de trabajos escritos (written corrective feedback) (CF) desempeña en el proceso de adquisición de una segunda lengua (L2) ha sido objeto de controversia tanto desde el punto de vista teórico como empírico. Aunque el empleo de este tipo de corrección como herramienta pedagógica está muy extendido, y su utilización se apoya en teorías de adquisición de segundas lenguas, su utilidad ha sido cuestionada tanto desde el punto de vista práctico como teórico (Truscott, 1996;. En el presente artículo se incluye, primero, un resumen de los argumentos teóricos que apoyan el uso de la corrección de trabajos escritos en el aula. Seguidamente se presenta una revisión de las objeciones planteadas en contra de su utilización y una discusión de algunas de las principales controversias que han surgido en torno a las distintas metodologías de corrección empleadas y a las tipologías de errores establecidas. Finalmente, se incluye un resumen crítico de los resultados obtenidos en la investigación empírica hasta la fecha y se plantean algunos aspectos que han de tenerse en cuenta en futuras investigaciones. Teniendo en cuenta la evidencia empírica existente, se concluye que la corrección de trabajos escritos ofrece a los aprendices oportunidades de detectar problemas en su interlengua, comprobar hipótesis sobre la L2 e involucrarse en procesos de reflexión metalingüística, y que, por tanto, tiene el potencial de facilitar la adquisición de segundas lenguas y de fomentar el desarrollo de la precisión lingüística (accuracy). PALABRAS CLAVE:corrección de trabajos escritos, corrección de errores, escritura en segundas lenguas, desarrollo de la corrección lingüística, adquisición de segundas lenguas

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Section: Cf As Noticing Facilitatormentioning

confidence: 99%

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

Beuningen¹

2010

ijes

157

128

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“…The aim of the active art tasks is to enhance language awareness and develop the whole language repertoire of the learner. According to Svalberg (2007), these aims demand that pupils learn to see languages from various aspects. This is based on pedagogy with cognitive linguistics (learner's attention and awareness of language learning), crosscurricular language sensitive instruction, and intercultural communication (Svalberg, 2007).…”

Section: The Active Library As a Learning Methodsmentioning

confidence: 99%

“…According to Svalberg (2007), these aims demand that pupils learn to see languages from various aspects. This is based on pedagogy with cognitive linguistics (learner's attention and awareness of language learning), crosscurricular language sensitive instruction, and intercultural communication (Svalberg, 2007). Furthermore, enhancing language awareness requires explicit knowledge about language, conscious perception and sensitivity in language use (cf.…”

Section: The Active Library As a Learning Methodsmentioning

confidence: 99%

Teaching heritage German and Russian through authentic material in Jyväskylä, Finland – a multiple case study design

Bärlund¹,

Kauppinen²

2017

L1 Educational Studies in Language and Literature

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Since 2013, sixteen heritage language teachers in Jyväskylä, Finland, have been developing an Active Library (ActLib) method and an online cooperative learning forum designed to create and share authentic language learning material. The main objectives are twofold. Firstly, from the learner's perspective, the aims are to enhance pupils' language awareness while encouraging them to use their language repertoire as a resource in learning, to develop authentic activities, and to increase pupil agency. Secondly, from the teachers' and education policy perspective, the aim is to prepare heritage language teachers to introduce in advance the new Finnish core curriculum. A further objective is to develop teachers' pedagogical content knowledge in order to diversify their teaching practices. The ideology of ActLib is based on the cooperative learning of teachers. This case study focuses on possibilities for using authentic material in learning German and Russian as heritage languages. The data consists of ActLib assignments in German and Russian heritage languages and pupil interviews. The results show that the assignments develop pupils' language awareness, but the linguistically authentic learning material was not sufficiently meaningful for pupils to develop their autonomy and acquisition. Yhteenveto (summary in Finnish). [Translated by Pia Bärlund]Vuodesta 2013 16 Jyväskylän kaupungin oman äidinkielen opettajaa ovat kehittäneet autenttiseen opetusmateriaaliin perustuvaa ActiveLibrary-opetusmetodia sekä tehtäväpankkia. Päätavoitteina on ollut ensinnäkin saada oppilaat tietoiseksi kielipääomastaan ja rohkaista heitä käyttämään sitä oppimisen välineenä, kehittää autenttisia toimintatapoja ja näin ollen kehittää oppijan toimijuutta toiseksi kehittää oman äidinkielen opettajien tietoisuutta POPS2014 sisällöistä. Samalla on kehitetty opettajien pedagogista osaamista ja jaettu käytänteitä. ActLib:n ideologia perustuu oman äidinkielen opettajien yhteistoiminnalliseen tiimioppimiseen. Tässä tapaustutkimuksessa keskitymme kulttuurisidonnaisten aut-2 P. BÄRLUND & M. KAUPPINEN enttisen oppimateriaalin mahdollisuuksin saksan ja venäjän oman äidinkielen opetuksessa. Tutkimusaineisto sisältää oppilaiden haastattelut ja saksan ja venäjän tehtäväpaketit. Tulokset osoittavat, että tehtävät kasvattavat oppilaiden kielitietoisuutta, mutta lingvistisesti autenttiset oppimateriaalit eivät olleet riittävän merkityksellisiä kehittämään oppilaiden itseohjautuvuutta ja hankitun uuden tiedon soveltamista.

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“…The focal event was the group discussion on 'language awareness (LA) and teaching methodology' (Svalberg, 2007). This event happened in the middle of the semester.…”

Section: Data Collectionmentioning

confidence: 99%

“…He talks about the tenets of SLA teaching (lines 9-11), different aspects of language (lines 13-15), linguistic features (lines 17-18), discourse and genre features (lines [19][20][21][22][23][24][25], and finally teaching techniques (lines 27-28). Sam controls the floor most of the time, while other students constantly backchannel (e.g.…”

Section: A Description Of the Focal Eventmentioning

confidence: 99%

Knowledge Construction and Negotiation of Leadership in Collaborative Talks among Multilingual Students

Zhao

2015

JLTR

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-This article examines multilingual students' collaborative talks in a TESOL graduate seminar. A group of multilingual students discussed an assigned reading on language awareness and teaching methodology. The group discussion was video recorded and analyzed using a micro-ethnographic discourse analysis approach. The study investigated how multilingual students constructed academic knowledge and learning tool in group work. The author argues that knowledge is socially constructed through collaboration and dialogues among students with different linguistic, sociocultural, and educational backgrounds. This study also examined how multilingual students negotiated leadership in collaborative talks. The more experienced student, who is the native English speaker, assumed leadership through active participation. The less experienced students, who are non-native English speakers tried to gain leadership using their native language and cultural knowledge. It suggests that multilingual students, particular non-native English speakers, should actively participate in academic knowledge construction and bring in their linguistic and cultural resources to the classroom.

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Language awareness and language learning

Cited by 220 publications

References 152 publications

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

Teaching heritage German and Russian through authentic material in Jyväskylä, Finland – a multiple case study design

Knowledge Construction and Negotiation of Leadership in Collaborative Talks among Multilingual Students

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