The Use of Consciousness-Raising Tasks in Learning and Teaching of Subject-Verb Agreement

Idek, Sirhajwan; Fong, Lee Lai; Sidhu, Gurnam Kaur

doi:10.5539/elt.v6n6p113

Cited by 5 publications

(7 citation statements)

References 19 publications

(20 reference statements)

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“…This characteristic was included in step 1 of the CRTs, where the students had to articulate the rule after having analyzed the input. According to Idek, Fong and Sidhu (2013), operational skills, collaboration with peers, and explicit instruction may contribute to students' understanding of the grammar feature. Therefore, after the interventions were carried out, the researchers concluded that more attention should have been given to the students in articulating the rule at the end of the CRTs.…”

Section: Discussionmentioning

confidence: 99%

Consciousness raising tasks for the learning of grammar in high school English language classrooms

Miranda¹,

Fallas²,

Blanco

et al. 2018

Act. Inv. en Educ.

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Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente.

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Section: Discussionmentioning

confidence: 99%

Consciousness raising tasks for the learning of grammar in high school English language classrooms

Miranda¹,

Fallas²,

Blanco

et al. 2018

Act. Inv. en Educ.

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show abstract

“…Above all, it endorses learners' awareness of the target form, which as stated by Schmidt (1990) is the earlier and indispensable phase of learning. Schmidt (1990) believes that before learners can learn anything, they have to be aware of first of what they are learning, pay attention to it, and notice it (Idek, Fong, & Sidhu, 2013).…”

Section: Consciousness-raising (Cr)mentioning

confidence: 99%

Effects of Using Consciousness-Raising Tasks on Iranian Intermediate EFL Learners’ Self-Efficacy and Autonomy in Speaking

Salehi

Rizi

2020

JCSLL

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This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners.

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“…Dictogloss demands learners to comprehend the message of the original text, identify important points, exercising different cognitive processes of solving the tasks (matching, ordering and listing), use their knowledge of the target language to recreate the texts in a different version, identify the verbs, tap into their knowledge of grammar to alter the verbs into their past tense forms, compare their text with another version, analyze their errors and any other skills pertinent to the tasks. Idek (2014) stated that demanding tasks can push learners to become cognitively involved in active processing the target forms as well as routinize the operations needed in dealing with particular grammatical forms that assist learners to become competent in using the target forms. In addition, the requirement for learners to compare their texts and analyzed their errors also helped them to develop explicit knowledge of the target forms (Widodo, 2006) as it enables them to construct and confirm their hypothesis of how the target form is applied (Mull, 2013).…”

Section: Journal Of Management Researchmentioning

confidence: 99%

The Use of Dictogloss as an Information Gap Task in Exploiting Dual Application Principle in Learning Irregular Verbs

Idek¹,

Fong²

2015

jmr

Self Cite

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Irregular verbs are one of the most challenging grammatical structures for ESL students to learn. The Dual-Mechanism Model states that there are two mechanisms of how regular and irregular verbs are processed, regular verbs are processed through rule application mechanism whereas irregular verbs are retained and retrieved from associative memory. This sometimes results in the heavy use of rote-learning and raw memorization of irregular verbs in order for ESL learners to acquire these grammatical structures. However, it is implied that dictogloss, an information gap task, may assist learners to learn irregular verbs without strong emphasis on drilling and memorizing. 34 students of a vocational college in Malaysia were selected and assigned into an experimental group and a control group. The experimental group was given three types of dictogloss tasks involving three different cognitive processes of matching, ordering and listing which required them to conjugate irregular verbs whereas conventional drilling exercising was given to the control group. Paired and unpaired samples t-tests indicate that dictogloss is effective in facilitating learners' mastery of past tense forms of irregular verbs. The findings from the questionnaire also denote positive perceptions on the

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The Use of Consciousness-Raising Tasks in Learning and Teaching of Subject-Verb Agreement

Cited by 5 publications

References 19 publications

Consciousness raising tasks for the learning of grammar in high school English language classrooms

Consciousness raising tasks for the learning of grammar in high school English language classrooms

Effects of Using Consciousness-Raising Tasks on Iranian Intermediate EFL Learners’ Self-Efficacy and Autonomy in Speaking

The Use of Dictogloss as an Information Gap Task in Exploiting Dual Application Principle in Learning Irregular Verbs

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