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JournalISSN: 0965-8416

Language Awareness 

Taylor & Francis
About: Language Awareness is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Metalinguistics & Foreign language. It has an ISSN identifier of 0965-8416. Over the lifetime, 635 publications have been published receiving 16367 citations.


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Journal ArticleDOI
TL;DR: This paper examined whether negotiated help provided within the learner's zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learners' ZPD.
Abstract: This study examined whether negotiated help provided within the learner's zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learner's ZPD. Data were collected during tutorial sessions on writing English compositions by two Korean learners of English. Qualitative and quantitative components of the data analysis provided support to the hypothesis. In addition, it was found that when provided randomly and in a non-collaborative fashion, more explicit help produced better results than did less explicit help. The findings provide support for a consciousness-raising view of language learning. Implications for further research on collaborative feedback are discussed.

428 citations

Journal ArticleDOI
TL;DR: This paper presented data of 13 and 14 year old intermediate and advanced learners of French working collaboratively to complete a text reconstruction task, which was designed to focus the students' attention and discussion on the form of the message they were constructing.
Abstract: This paper presents data of 13 and 14 year old intermediate and advanced learners of French working collaboratively to complete a text reconstruction task. The task was designed to focus the students’ attention and discussion on the form of the message they were constructing. It was hypothesised that this kind of opportunity to produce language would promote their language learning by (1) making them aware of gaps in their existing knowledge which they would subsequently seek to fill; (2) raising their awareness of the links between the form, function and meaning of words as they worked to construct their intended message; and (3) obtaining feedback that they would receive from their peers and their teacher as they completed the task. The results support the hypothesis and also provide rich insights for teachers, researchers and curriculum planners into the language learning process in a collaborative setting; the students’ understandings of how language ‘works'; and the effects of certain groupi...

356 citations

Journal ArticleDOI
TL;DR: The authors discuss the need for a critical awareness of language as part of language education, with a focus on discourse, and tie the case for CLA to the nature of the new global capitalism, and conclude the paper with discussions of how CLA is anchored in 'critical discourse analysis' (and, through that, in critical social science generally), and how the question of CLA is framed within the wider question of the nature and purposes of education.
Abstract: As the shape of the new global social order becomes clearer, so too does the need for a critical awareness of language as part of language education. I discuss, with a focus on discourse, several key features of late modern society which help make the case for critical awareness of discourse: the relationship between discourse, knowledge and social change in our 'information' or 'knowledge-based' society; what Smith (1990) has called the 'textually-mediated' nature of contemporary social life; the relationship between discourse and social difference; the commodification of discourse; discourse and democracy. I then draw these together by tying the case for CLA to the nature of the new global capitalism, and conclude the paper with discussions of how CLA is anchored in 'critical discourse analysis' (and, through that, in critical social science generally), and of how the question of CLA is framed within the wider question of the nature and purposes of education.

259 citations

Journal ArticleDOI
TL;DR: In this article, the role of metalinguistic awareness in multilinguals is discussed within the framework of a systems-theoretic approach to multilingual proficiency as taken in the Dynamic Model of Multilingualism.
Abstract: The development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. In this paper, the role of metalinguistic awareness in multilinguals is discussed within the framework of a systems-theoretic approach to multilingual proficiency as taken in the Dynamic Model of Multilingualism. Selective data from trilingual adults (bilingual Italian/German learners of English) on their use of certain problem-solving behaviour in think-aloud protocols during the process of academic writing are shown to provide evidence of certain processes taking place while performing in a third language. At the same time, this study of metalinguistic thinking isused to point to applied perspectives of research on third language acquisition, going beyond second language research. It is argued that prior language knowledge should be reactivated in the lang...

242 citations

Journal ArticleDOI
TL;DR: In this paper, a study of 10 Chinese EFL readers' metacognitive knowledge of strategies in learning to read EFL in the People's Republic of China (PRC), a typical acquisition-poor environment.
Abstract: Although studies on L2 learning strategies are a major strand of second-language research, recent research interest has focussed on language learners' metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational practices, but little research is focused on EFL learners in input-poor environments. This paper reports on a study of 10 Chinese EFL readers' metacognitive knowledge of strategies in learning to read EFL in the People's Republic of China (PRC), a typical acquisition-poor environment. The EFL readers' metacognitive knowledge of strategies was analysed and interpreted from a broad metacognitive perspective within Flavell's model (1987), which has been adopted in L2 studies by researchers such as Wenden (1991; 1998) and Goh (1998) to analyse learners' strategies or their metacognitive knowledge of language learning. EFL readers' knowledge of reading strategies was examined through analysing the mentalistic data (Cohen, 1996) obt...

226 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202319
202219
202147
202019
201918
201820