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Language awareness

Language awareness






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    Language awareness Language awareness Presentation Transcript

    • Answer the questions
      • What is awareness?
      • What is language awareness?
      • How do you acquire awareness?
    • Interest in current approaches
      • Learner independence, learner autonomy, learning strategies, self-directed learning, self­access, individualization
      • Explicit learner-centred approaches
      • Cognitive sciences
      • Studies in individual differences
      • “ Good language learner” research
      • Humanistic approaches
      • “ Study skills” tradition
      • Social changes and changes in the labour market.
      • http://www.learningpaths.org/papers/paperawareness.htm
      • State or ability to perceive, to feel, or to be conscious of events, objects or sensory patterns . More broadly, it is the state or quality of being aware of something. In biological psychology , awareness is defined as a human's or an animal's perception and cognitive reaction to a condition or event.
    • Language Awareness
      • explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use .
      • good knowledge about language, a conscious understanding of how languages work, of how people learn them and use them.
    • Language awareness
      • (Cognitivist learning theory)
      • As a prerequisite for the restructuring of the learner’s mental representation of the language, some degree of conscious awareness is necessary
    • Awereness-raising activities
      • Explicit focus on the rules of the system
      • Help learners uncover gaps in their knowledge
      • Attention: Pay attention, alert, interested, involved and curious- features of target skill
      • Noticing: Conscious registering of the occurrence of some event. When do you notice things of language?
      • - make connections
      • - familiarity
      • - absence of something
      • - noticing the gap
      • Understanding: no awareness without understanding, recognition of general rules, principles or patterns
      • Do you have a cellphone? Yes, No/Why?
      • What functions does your cellphone provide?
    • Match the word with the correct meaning.
      • indispensable __large inconvenient size
      • the preserve of __be as good as
      • Bulky __not noticing
      • rival __suitable only for
      • bemoan __very important
      • oblivious __complain about
      • Why did you choose your particular cell phone? Does it have any functions that you never use?
      • How do you think cellular phones will change in the coming years?
      • Do you think you have good ‘cell phone manners’? Can you give any examples?
      • In what places is cell phone usage banned? Do you agree with this?
    • Choose one of the following populations and design a cellphone for them
    • Consider
      • Features
      • Uses
      • Restrictions
      • Price
      • Shape
      • Population
      • Advantages
    • NOW…
      • Choose a topic and plan a set of activities to teach a specialized language
    • Raising awareness activities
      • Activate background knowledge: brainstorm vocabulary (tyres, gears, brakes, saddles, frame)
      • Check gist: asking general questions
      • Check register: establish register variables (tenor), degree of formality
      • Check details: provide a grid to fill, multiple choice questions, repeat recording as many times as necessary
      • Listen and read: hand out the transcript
      • Resolve doubts: residual doubts about the topic and the reading
      • Focus on language features: identifying, counting, classifying, matching, connecting, comparing and contrasting