Ebook: Awareness in Action: The Role of Consciousness in Language Acquisition

The papers included in the volume look at how language awareness affects the outcomes of foreign and second language acquisition in advanced learners. The book focuses on questions such as how much linguistic knowledge is open to the learner’s conscious experience, what should and should not be considered the knowledge of language, how language awareness can be enhanced in the classroom, and, most crucially, what effects language awareness has on attained proficiency. Some papers in the volume also address methodological challenges of researching language awareness, such as the difficulty of defining and measuring awareness with sufficient precision.

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The papers included in the volume look at how language awareness affects the outcomes of foreign and second language acquisition in advanced learners. The book focuses on questions such as how much linguistic knowledge is open to the learner’s conscious experience, what should and should not be considered the knowledge of language, how language awareness can be enhanced in the classroom, and, most crucially, what effects language awareness has on attained proficiency. Some papers in the volume also address methodological challenges of researching language awareness, such as the difficulty of defining and measuring awareness with sufficient precision.

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The papers included in the volume look at how language awareness affects the outcomes of foreign and second language acquisition in advanced learners. The book focuses on questions such as how much linguistic knowledge is open to the learner’s conscious experience, what should and should not be considered the knowledge of language, how language awareness can be enhanced in the classroom, and, most crucially, what effects language awareness has on attained proficiency. Some papers in the volume also address methodological challenges of researching language awareness, such as the difficulty of defining and measuring awareness with sufficient precision.
Content:
Front Matter....Pages i-xvi
Front Matter....Pages 1-1
Language Awareness: From Embarras de Richesses to Terminological Confusion....Pages 3-20
Investigating Language Awareness: The Role of Terminology....Pages 21-33
Is Language Awareness Actually Part and Parcel of FL Teacher Training?....Pages 35-49
Language Awareness in EFL Teachers, Teacher Trainees and Advanced Learners....Pages 51-66
Front Matter....Pages 67-67
Investigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes....Pages 69-84
Learner Perception of the Effectiveness of Language Awareness Activities Used in Teaching Practical Phonetics and Phonology to First Year Students of English Philology....Pages 85-102
The Influence of Explicit Phonetic Instruction and Production Training Practice on Awareness Raising in the Realization of Stop Consonant Clusters by Advanced Polish Learners of English....Pages 103-120
An Investigation into the Learners’ Awareness of Word-Level Stress....Pages 121-129
Advanced Learners’ Perceptions of Hedges and Awareness-Raising Tasks....Pages 131-150
Language Awareness in Third or Additional Language Attrition....Pages 151-163
Gauging Advanced Learners’ Language Awareness: Some Remarks on the Perceptual Salience of Formulaic Sequences....Pages 165-181
Putting Bits and Pieces Together: Awareness of Text Structure in Jigsaw Reading....Pages 183-193
The Role of Metacognitive Awareness in Reading Comprehension of CLIL Learners....Pages 195-206
Front Matter....Pages 207-207
What’s in a Name? Naming Habits in Polish and Portuguese Food Culture....Pages 209-223
Cultural and Intercultural Awareness of International Students at an Australian University....Pages 225-239
English as a Lingua Franca in the Eyes of Polish Students....Pages 241-251
Polish Students’ Perceptions of English as an International Language....Pages 253-268