The Relationship Between Explicit Learning and Consciousness-Raising Tasks Within a Communicative Language Context

Authors

  • Priscila Fabiane Farias Universidade Federal de Santa Catarina - UFSC
  • Deise Caldart Roscioli UFSC
  • Pamela Toassi UFSC
  • Raquel D'Ely UFSC

DOI:

https://doi.org/10.15448/2178-3640.2015.1.20187

Keywords:

Consciousness-raising tasks, Explicit Learning, Task-Based Approach

Abstract

This study aims at investigating whether consciousness-raising tasks, used in a communicative learning environment of EFL, can be considered a valid instrument for eliciting explicit learning in that context. Five participants enrolled in the second level of a language course answered a cycle of tasks that intended to teach the use of comparatives. The materials used in this study consisted of a pre-task, consciousness-raising tasks, an untimed grammaticality judgment test, and a self-report questionnaire. Results showed that the instruments used in this research were of a valid nature for eliciting explicit learning. The findings also provide empirical support regarding the importance of consciousness-raising tasks to assist students’ second language learning in a communicative classroom environment. Despite being a small scale research, this study may contribute to a greater understanding of the SLA processes within a communicative context and highlight the importance of explicit knowledge learning within a meaning focused approach.

Downloads

Download data is not yet available.

References

ANDERSON, J. Learning and memory: an integrated approach. 2nd ed. New York: Wiley, 2000.

BAILER, C.; TOMITCH, L. M. B. & D’ELY, R. C. S. F. Planejamento como processo dinâmico: a importância do estudo piloto para uma pesquisa experimental em linguística aplicada. Revista Intercâmbio. São Paulo: LAEL/PUCSP, p.129-146, 2011.

D’ELY, R. The impact of familiarity with strategic planning and teacher-led planning on learners’ L2 oral performance of focused and unfocused tasks. In: TUMOLO, C. H. S.; FIGUEIREDO, D. C.; MORITZ, M. E. W. & D’ELY, R. C. S. F. Conextualized Practices in EFL Teaching and Assessment. UFSC: Florianópolis, 2011.

DeKEYSER, R.M. Implicit and explicit learning. In: C. Doughty and M. Long (Eds.). The handbook of second language acquisition. Oxford: Blackwell, 2008, 313-348.

ECKERTH, J. Investigating consciousness raising task: Pedagogically targeted and non- targeted learning gains. International Journal of Applied Linguistics, v.18, n 2, p.119- 145, 2008.

ELLIS, N. C. At the interface: dynamic interactions of implicit and explicit language knowledge. Studies in Second Language Acquisition, v. 27, p.305-352, 2005.

ELLIS, R. Measuring Implicit and Explicit Knowledge of a Second Language. In: ELLIS, R et al. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Great Britain: Multilingual Matters, p.3-64, 2009.

ELLIS, R. Grammar teaching: Practice or Consciousness-raising?. In: RICHARDS, J. C., RENANDYA, W. A. Methodology in Language Teaching. CUP, p. 167-174, 2002.

ELLIS, R., BASTURKMEN, H., LOEWEN, S. Doing focus on form. System, v.30, p. 419 -432, 2002.

HULSTIJUN, J. Theoretical and Empirical Issues in the Study of Implicit and Explicit Second Language Learning: Introduction. In: Studies in Second Language Acquisition, p. 129-140, 2005.

LONG, M.H. Focus on form: A design feature in language teaching methodology. In: K. DeBOT, R. GINSBERG, C. KRAMSCH (Eds.). Foreign language research in crosscultural perspective. Amsterdam: John Benjamins, p. 39-52, 1991.

MACKEY, A. Second Language Acquisition. In: R. FASOLD, J. CONNOR-LINTON (Eds.) An Introduction to Language and Linguistics. Cambridge: Cambridge University Press, p.433-464, 2006.

NUNAN, D. Task Based Language Teaching. Cambridge: Cambridge University Press, 2004.

SKEHAN, P. Task-based Instruction. Cambridge: Cambridge University Press, 2003.

TAKIMOTO, M. The effects of explicit feedback and form- meaning processing on the development of pragmatic proficiency in consciousness- raising tasks. System, v. 34, p. 601- 614, 2006.

XAVIER, R. Focusing on Grammar Pedagogy. In: FORTKAMP, M.B.M., XAVIER, R.P. EFL Teaching and Learning in Brazil: Theory and Practice. Florianópolis: Editora Insular, 2001.

Downloads

Published

2015-10-23

How to Cite

Farias, P. F., Roscioli, D. C., Toassi, P., & D’Ely, R. (2015). The Relationship Between Explicit Learning and Consciousness-Raising Tasks Within a Communicative Language Context. BELT - Brazilian English Language Teaching Journal, 6(1), 81–99. https://doi.org/10.15448/2178-3640.2015.1.20187