Language Awareness and Its Multiple Possibilities for the L2 Classroom
Bibliographic Data
| ID | 8936157 |
|---|---|
| Authors | Daphnée Simard (0000-0002-1851-0477, Université du Québec à Montréal, corresponding author), Wynne Wong (The Ohio State University) |
| Year | 2004 |
| Volume | 37 |
| Issue | 1 |
| Pages | 96-110 |
| Publication date | 2004-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2004.tb02177.x |
| OpenAlex | W2114931004 |
| Language | EN |
| Citations received | 6 |
| References cited | 25 |
A movement called Language Awareness has received some attention in L2 acquisition and foreign language pedagogy circles during the past decade. Language Awareness, according to Donmall (1985), refers to “a person's sensitivity to and conscious awareness of the nature of language and its role in human life” (p. 7). The primary goal of this movement is to encourage the development of language awareness among L2 learners in order to enhance L2 learning as well as to foster greater linguistic tolerance and cross‐cultural awareness among L2 learners. The purpose of this article is to initiate readers to the Language Awareness movement and to demonstrate how language awareness can he used as a pedagogical tool in the L2 classroom. Sample activities are provided for classroom application
Comprehension approach · Foreign language · Language acquisition · Language assessment · Language education · Linguistics · Mathematics education · Metalinguistics · Pedagogy · Second-language acquisition · Second-language attrition · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
‘Write it down and then what?’
Et si la capacité de réflexion métalinguistique avait un sexe
L2 learning of complex form-meaning mapping
Do different modalities of reflection matter? An exploration of adult second-language learners' reported strategy use and oral language production
Elicited metalinguistic reflection and second language learning
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
Processing Instruction
Explicit Instruction and Input Processing
Explicitness, Intake, and the Issue of Awareness
Input Enhancement in Instructed SLA
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Consciousness-raising and Universal Grammar
Consciousness Raising and Noticing through Focus on Form
Language awareness and language policy in the European context
Foreign Language Study and Language Awareness
Language awareness
Contrastive metalinguistic representations
Interpretation-based grammar teaching
Errors and Strategies in Child Second Language Acquisition
The Development of Negation in English by a Second Language Learner
Communicating about Grammar
Activités métalinguistiques et acquisition d'une langue
Effectiveness of L2 Instruction
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |