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

Autores/as

  • 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

Palabras clave:

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

Resumen

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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Citas

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Publicado

2015-10-23

Cómo 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