CONSCIOUSNESS IN LANGUAGE LEARNING

CONSCIOUSNESS IN LANGUAGE LEARNING

1. It is present in

   • PPP Model of teaching
     • Approach to grammar lessons ,giving small items of language to students
     • Providing them oppportuniuties to use them in controlled practice, integrate them to produce (communicate)
     • Necessary to draw students´attention to grammar during presentation. (Harmer)
     • two key terms of the model
       • Input
         • Language available to the learner.
       • Intake
         • Part of the input the learner notices.
     • Noticing derives from this model
       • Insists on highlighting the form, consciousness lets students learn more effectively.
       • Consciousness awareness of salient features in the input
       • Noticing the gap lets students become aware of differencesbetween own output and what is present in it.
     • Problems with the model
       • Learners don´t necessarily produced what they have practiced.
       • Its implicit view of the mind to assimilate many features makes it hard to handle.
       • Van Patten states:
         • Conscious attention to form competes with attention to meaning, when input is understood, learners can attend to for as intake process.
           • BIBLIOGRAPHY: IEXPRO (2020). "APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT". Chapter 2: Consciousness, noticing and restructuring.

2. Schmidt

   • It is problematic in SLA as it raises the issue of 2 kinds of knowledge
     • Explicit knowledge
       • Knowledge of rules & items that exist in analyzed form; stydents can report what they know.
     • Implicit knowledge
       • Intuitive and tacit knowledge.
   • Identifies 3 types of consciousness
     • Awareness
       • Knowing something is there.
     • Intention
       • Volitional aspect, refers to consciousness focused on something.
     • Knowledge
       • The explicit/implicit division is a continuum.

3. Krashen´s monitor theory

   • Distinguishes between:
     • Learning
       • The result of a conscious process.
     • Acquisition
       • The result of a subconscious process.
     • Also mentions:
       • There is no transfer from a learned system to acquired system.
       • Error correction & explicit tecahing no necessary for language acquisition.
   • It was expanded by
     • Bialystok´s Model of Second Language Learning
       • The 2 kinds of language affect each other & explicit knowledge can become implicit.

4. SALIENCE

   • Iput enhacement= drawing learner´s attention to features in atext that have been salient.
     • Can also be provided by:
       • INSTRUCTION
         • Give students opportunities to notice in the classroom & task design.
       • FINE TUNED GRAMMAR TEACHING

5. Noticing the GAP

   • Raising learners´consciousness of grammar & let them notice the gap between their interlanguage state and the input.
     • FROTA expresses:
       • Notice the GAP consciously focusing on linguistic items without producing them.
     • Schmidts & Frota say:
       • It provides a way to include a role for correction, but learners must be aware of that.
     • White mentions:
       • It helps students notice to trigger reestructuring of their IL, although students may not use corrective grammar.

6. Classroom implications

   • The item to be noticed shoul be: significant, salient, frequent.
   • Should require attention of form, shouldn´t require simultaneous attention to processing of meaning, time to notice the item should be given to students.

7. Reformulation & Reconstruction

   • In reformulation, students´ work can be reformulated by the teacher to approximate as much as possible to the target language model.
     • Community Language learning states that teachers reformulate students utterances when necessary and they can be recorded for subsequent analysis.
   • Restrcturing is the process in which, learners have to reorganize their interlanguage having the model as an example.
     • IL development is characterized by U-shaped development and this decline in performance is an efefct of restructuring.