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Language awareness


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Language awareness

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