Conciousness

Conciousness

1. raises the issue of

   • explicit knowledge
     • knowledge of rules that exist in an analysed form
       • then, learners are able to report what they know
   • implicit knowledge
     • knowledge that is intuitive and tacit

2. Types of consciousness

   • Awareness
     • knowing sth is there
       • and paying more or less attention to it
   • Intention
     • volitional aspect and consciousness focusing on something
   • knowledge
     • explicit/implicit division is best understood as a continuum process

3. Salience

   • input enhancement
     • drawing the learner's attention to features of the text
       • which have been made salient
   • noticing
     • takes place
       • when learners are ready to acquire new structures

4. Limited capacity processing

   • three hypotheses
     • non-communicative grammaticomorphological forms
       • affect adversely comprenhension
     • attention to important lexical items
       • don't affect comprenhension
     • advanced learners
       • would be better able to direct attention to form
         • it gives them better comprehension skills

5. Noticing the gap

   • Ellis (1993) states
     • syllabus
       • may serve
         • as a means of raising students consciousness about grammar
   • activities by Van Pattern (1993)
     • learners have their attention focused on linguistic items
       • but are not required to produce them
   • Schmidt & Frota (1986)
     • one advantage of the notice-the-gap principle
       • is the inclusion of a role for correction
         • so, learners are aware they are being corrected

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