Role of Consciousness in Second Language Acquisition

Gilakjani, Abbas Pourhossein; Ahmadi, Seyedeh Masoumeh

doi:10.4304/tpls.1.5.435-442

Cited by 14 publications

(15 citation statements)

References 34 publications

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“…Roughly speaking, the NoM in the form of the clarification requests at the focused task, which derived from the errors of the learner had, made a considerable contribution to the language accuracy from the viewpoints of both vocabulary and grammar. The results of this study are in line with Ellis (2002), Bourke (2008), and Gilakjani and Ahmadi (2011). They elaborated that during the learning process, the learners get involved in such cognitive processes as noticing, hypothesis testing, problem-solving, and restructuring.…”

Section: Discussionsupporting

confidence: 85%

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task

Flora

Mahpul

Sukirlan

2021

SiELE

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Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

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Section: Discussionsupporting

confidence: 85%

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task

Flora

Mahpul

Sukirlan

2021

SiELE

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“…however, one lens through which one might comprehend CR is the Noticing Hypothesis as posited in the 1990s by Richard Schmidt (Gilakjani & Ahmadi, 2011;Jin, 2011).…”

Section: Objectives and Questionsmentioning

confidence: 99%

“…Notwithstanding there are some prescribed conditions that must exist for awareness to occur. These include a demonstrable change in behaviour that is secondary to particular experiences, documentation of the awareness of those particular experiences by the learner, and the ability to describe the encountered experiences (Gilakjani & Ahmadi, 2011;Svalberg, 2007). increasing their sensitivity to the meaningful use of language .…”

Section: Objectives and Questionsmentioning

confidence: 99%

Untitled

2019

REAL

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Brooks (2008) argues that, 'Justice is both an abstract "big" idea and also a concrete "little" idea' (p. 8) and is understood as a process or a way of "ethical living" in a diverse society' (Furman & Shields, 2003, p. 1358). Social justice then is "where all members of a society, regardless of background or procedural justice, have basic human rights and equal access to the benefits of their society" (Hemphill, 2015, p. 2). Educational leadership for social justice is leadership that ensures fairness in rights and access to the educational benefits of one's society. However, the processes and systems for ensuring fairness are open to various interpretations, are influenced by leaders' conception of social justice and may be seen as complex and contextualized endeavors (Arar, Ogden, & Beycioglu, 2019). Consequently, educational leadership for social justice is a bold undertaking. Educational leadership for social justice assumes that those who are assigned formal leadership roles pay attention to issues of equity and ensure that the power that resides within the social structures of education are more responsive to the rights of citizens (Miller, Roofe, & García Carmona, 2019). As stated by Theoharis (2007), at the heart of educational leadership for social justice are leaders who "…. advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing condition" (p. 223). Furthermore, Corbett (1976) notes that in order to do justice one cannot work alone, one needs a community approach. This community approach involves all education stakeholders giving attention to issues of equity and fairness in how policy is designed, how educational leaders practice leadership and the types of partnership relationships that are formed and leveraged among stakeholders to support leading for social justice. The papers in this special issue lead us to examine a range of issues associated with two broad areas of educational leadership for

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Section: Literature Reviewmentioning

confidence: 99%

The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students

Williams¹

2019

REAL

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Article Info The language de jure in Jamaica is Jamaican English (JE); however, the language de facto of most nationals is Jamaican Creole (JC). As such, there are many students who enter the tertiary level without fully acquiring JE. As a CARICOM nation, it is mandatory that foreign languages are taught beginning at the primary level of education. Although the main foreign languages taught in Jamaica are Spanish and French, this paper focuses on Spanish because of our proximity to Spanish-speaking countries, and because of the government's declaration of Spanish as our official foreign language. However, in spite of best efforts, there are still difficulties encountered in the foreign language classroom which manifest at the tertiary level. Some of these are attributable to the Jamaican language situation. Particularly, the linguistic background and language awareness (LA) of teachers and students alike. Previous studies have investigated the implementation of LA strategies within the Jamaican language classroom regarding the teaching of English as a second language. However, no such study has been conducted

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Role of Consciousness in Second Language Acquisition

Cited by 14 publications

References 34 publications

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task

Untitled

The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students

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