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

Autores

  • 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

Palavras-chave:

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

Resumo

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.

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Referências

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Publicado

2015-10-23

Como Citar

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

Edição

v. 6 n. 1 (2015): Teaching and Learning English as an Additional Language: The Brazilian Context

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A submissão de originais para a BELT - Brazilian English Language Teaching Journal implica na transferência, pelos autores, dos direitos de publicação. Os direitos autorais para os artigos publicados nesta revista são do autor, com direitos da revista sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente a BELT - Brazilian English Language Teaching Journal como o meio da publicação original.

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Exceto onde especificado diferentemente, aplicam-se à matéria publicada neste periódico os termos de uma licença Creative Commons Atribuição 4.0 Internacional, que permite o uso irrestrito, a distribuição e a reprodução em qualquer meio desde que a publicação original seja corretamente citada.