The role of a consciousness-raising task in a focused-task sequence
Bibliographic Data
| ID | 4904404 |
|---|---|
| Authors | Rebecca Xavier (0000-0001-8627-9548, Universidade Federal de Santa Catarina), Andressa Regiane Gesser (0000-0001-6365-9900, Universidade Federal de Santa Catarina) |
| Year | 2022 |
| Volume | 53 |
| Issue | 1 |
| Pages | 78-98 |
| Publication date | 2022-04-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista da Anpoll (JOURNAL) |
| Journal identifiers | ISSN: 1414-7564 • E-ISSN: 1982-7830 |
| Publisher | ANPOLL (PUBLISHER) |
| DOI | 10.18309/ranpoll.v53i1.1610 |
| OpenAlex | W4225247929 |
| Language | EN |
| References cited | 15 |
This paper analyzes the role of explicit information on the learning of subject and object wh-questions in a sequence of tasks. Two sequences of focused tasks (ELLIS, 2003) were designed to incorporate flooded and enhanced subject and object wh-questions in the input. The activities were the same, except for a consciousness-raising task (C-RT) in one of the sequences, which was devised to promote learners' explicit knowledge of the target structures. Two groups of EFL high school students participated in the study. The data were collected through a pre- and a post-test that required the production and the recognition of the structures. The groups' performance was compared, and the results showed that the focused-task sequence containing the C-RT was not promising, possibly due to learners' internal factors which may play down the role of explicit knowledge in the foreign language learning process
Cognitive psychology · Consciousness · Consciousness raising · Foreign language · Mathematics education · Pedagogy · Programming language · Sequence learning · Serial reaction time · World Wide Web · Computer Science · EFL/ESL Teaching and Learning · Engineering · Innovative Teaching and Learning Methods · Mathematics · Psychology · Second Language Learning and Teaching · Artificial Intelligence
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
A typology of written corrective feedback types
Textual Enhancement of Input
Young children's acquisition of wh -questions
Subject–auxiliary inversion errors and wh-question acquisition
Early Understanding of Subject and Object Wh‐Questions
The role of input flood and input enhancement in EFL learners' acquisition of collocations
Exploring Language Pedagogy through Second Language Acquisition Research
Rethinking Communicative Language Teaching
Communicating about Grammar
The Postmethod Condition
Interactions Between Type of Instruction and Type of Language Feature
An Outline of Processability Theory and Its Relationship to Other Approaches to SLA
Differential Effects of Attention
Effectiveness of L2 Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |