CONSCIOUSNESS FINAL

CONSCIOUSNESS FINAL

1. EXPLICIT KNOWLEDGE

   • rules and items thet exist in an analysed form so that learners are able to report what they know

2. IMPLICIT KNOWLEDGE

   • is intuitive and tacit, cannot be directly reported

3. Awareness

   • to know that something is there and pay more or less attention to it

4. Intention

   • to the volitional aspect and refers to consciousness which is delibaratly focused on something

5. knowledge

   • Is that explicit/implicit division is best undestood as continuum

6. SALIENCE

   • input enhancement this involves drawing the learner´s attention to the features of the text which have been made salient
   • INSTRUCTION: is another way to provide enhanced imput

7. LIMITED CAPACITY PROCESSING

   • VAN PATTEN suggests that learners cannot simultaneously process data counsciously for meaning and form
   • Instruction is apparently more beneficial when it is directed at how learners percive and process input rather than when it is focused on practice via output

8. NOTICING THE GAP

   • structural syllabus may serve to raise students consciousness about grammar and anable them to notice the gap between the current state of their own interlanguage and the input
   • CORRECTION: help students to notice the gap and thereby trigger restructuring of thier IL

9. IMPLICATION FOR THE CLASSROOM

   • THE ITEM SHOULD BE SIGNIFICANT FOR THE LEARNER
     • IT SHOULD REQUIERE ATTENTION TO PROCESSING OF FORM
   • IT SHOULD BE SALIENT
     • IT SHOULD NOT REQUIERE SIMULTANEOUS ATTENTION TO PROCESSING OF MEANING
   • IT SHOULG BE FREQUENT
     • THERE SHOULD BE TIME TO NOTICE THE ITEM
   • PRECTICE TASKS
     • allows students time to ssimilate new language and do not demand instant manipulation
     • the teacher´s role is to develop noticing strategies that the student can apply independently and autonomously

10. REFORMULATION AND RECONSTRUCTION

    • reformilation activities can aproximate as closly as posible to a putative target language model
    • recontruction activities, provides opportunities for student to notice the gap between the teacher´s input and their own output