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Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes Language Awareness (IF 1.654) Pub Date : 2024-02-27 Sujin Kim, Jung Yeon Park
Framed by the concept of critical language awareness, this study validated a survey to assess teachers’ ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) i...
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Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach Language Awareness (IF 1.654) Pub Date : 2024-02-26 Jianwu Gao, Wenting Chen
While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of cu...
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Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study Language Awareness (IF 1.654) Pub Date : 2024-02-22 Darío Luis Banegas, Rodrigo Arellano
This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education pro...
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Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education: Within- and Cross-Case Findings from Grades 1, 7 and 11 Language Awareness (IF 1.654) Pub Date : 2024-01-18 Petra Daryai-Hansen, Natascha Drachmann, Line Krogager Andersen
Within linguistics and educational research, language awareness (LA) has been studied for decades. Despite the extensive use of the concept and several conceptualizations, systematic empirical rese...
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Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach Language Awareness (IF 1.654) Pub Date : 2024-01-04 Jia Lin
There is a long history of operationalizing theoretical constructs of language proficiency by developing language proficiency scales. However, existing scales are not directly applicable in teachin...
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Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping Language Awareness (IF 1.654) Pub Date : 2023-12-27 Gary G. Fogal
This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awaren...
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Critical multilingual language awareness: the role of teachers as language activists and knowledge generators Language Awareness (IF 1.654) Pub Date : 2023-12-27 Jim Cummins
My commentary initially sketches the evolution of academic discourse in the field of ‘language awareness’ (LA) from a dominant focus on knowledge about language to a focus on ‘critical language awa...
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Reciprocal multilingual awareness for linguistic citizenship Language Awareness (IF 1.654) Pub Date : 2023-12-27 Joel Windle, Kathleen Heugh, Mei French, Janet Armitage, Li-Ching Chang
In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as ‘reciprocal multilingual awareness’. Reciprocity...
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Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices Language Awareness (IF 1.654) Pub Date : 2023-12-27 Peter I. De Costa, Koen Van Gorp
Critical multilingual language awareness (CMLA) serves as a valuable heuristic for recognizing linguistic diversity and, ultimately, contributing to the transformation of social inequities. The cur...
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Be(com)ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms Language Awareness (IF 1.654) Pub Date : 2023-12-27 Gail Prasad, Esther Bettney Heidt
Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and A...
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Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach Language Awareness (IF 1.654) Pub Date : 2023-12-27 Latisha Mary, Andrea Susan Young
Teachers in France working with (emergent) bilingual pupils often not only feel ill-equipped to provide the specific support these learners require, but also find it difficult to accept that langua...
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Commentary: toward a multilingual listener-as-teacher stance in teaching and teacher education Language Awareness (IF 1.654) Pub Date : 2023-12-27 Kate Seltzer
This commentary begins with a brief overview of the shift in focus from language to speakers and their languaging in language awareness scholarship. I then discuss the connection between this shift...
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Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices Language Awareness (IF 1.654) Pub Date : 2023-12-27 Mario E. López-Gopar, Vilma Huerta Cordova, Jamie L. Schissel, Lorena Córdova-Hernández, Yesenia Bautista Ortiz, Verónica Rivera Hernández
(English) language teaching in Mexico occurs within ‘coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial prac...
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The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework Language Awareness (IF 1.654) Pub Date : 2023-12-27 Koen Van Gorp, Peter I. De Costa, Christina M. Ponzio, Hima Rawal, Lee Her, Mingzhu Deng
To better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursew...
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Immediate vs. delayed prompts, individual differences in working memory, and L2 development Language Awareness (IF 1.654) Pub Date : 2023-12-15 Ehsan Rassaei
The goal of the present study is to examine the effects of immediate and delayed corrective feedback (CF) on L2 learning as well as to explore whether individual differences in working memory (WM) ...
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Translanguaging dynamics in the digital landscape: insights from a social media corpus Language Awareness (IF 1.654) Pub Date : 2023-11-24 Hülya Mısır, Hale Işık Güler
Based on a new Turkish social media influencer corpus consisting of 30 YouTube vlogs, this study explores young adults’ translanguaging practices, prevalent linguistic events, and spatial repertoir...
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L2 irony comprehension and the role of L2 proficiency and use Language Awareness (IF 1.654) Pub Date : 2023-11-03 Weiyi Li, Jookyoung Jung
The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony p...
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EFL writers’ cognitive engagement with AWE feedback Language Awareness (IF 1.654) Pub Date : 2023-10-13 Ralf Giessler
This paper reports on a pilot study with advanced EFL learners in Germany who were asked to use ProWritingAid (PWA) for a composition task in a German comprehensive school. PWA is an Automated Writ...
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Using the third-person singular pronoun they in academic writing: perspectives from English language teachers in Philippine universities Language Awareness (IF 1.654) Pub Date : 2023-09-19 Veronico N. Tarrayo
In recent decades, gender-fair language (GFL) has drawn considerable attention in educational settings. The field of English language teaching (ELT) likewise has contributed to this development, wi...
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Language awareness and cultural awareness in international online cooperation: a mixed-method approach Language Awareness (IF 1.654) Pub Date : 2023-08-23 Claudia Finkbeiner, Madeleine Olson, Wiebke Sophie Ost, Miri Shonfeld
Abstract This paper reports on research conducted within the frame of an international online cooperation between Germany and Israel (CoGI). Diverse, multilingual student groups co-construct multilingual websites on educational initiatives. The aim is to raise prospective teachers’ language awareness (LA) and cultural awareness (CA) for cooperation in international contexts. 75 students and five instructors
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Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia Language Awareness (IF 1.654) Pub Date : 2023-07-30 Chinh Duc Nguyen, Anh T. Ton-Nu
The teaching of English as an additional language or dialect (EALD) in Australia has been problematised partly due to teachers’ limited understanding of learners’ linguistic and cultural background...
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Words that don’t translate: investing in decolonizing practices through translanguaging Language Awareness (IF 1.654) Pub Date : 2023-07-25 Ron Darvin, Yue Zhang
Drawing on the pedagogical framework of critical multilingual language awareness, this article demonstrates how the production of a YouTube video explaining lexical gaps can help language learners ...
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Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems Language Awareness (IF 1.654) Pub Date : 2023-07-20 Peichang (Emily) He, Angel M. Y. Lin
Abstract This article drew on the recent dynamic, distributed view of translanguaging and flows and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher
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Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times Language Awareness (IF 1.654) Pub Date : 2023-07-19 Michiko Weinmann, Rod Neilsen, Carolina Cabezas Benalcázar
Abstract This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a
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Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers Language Awareness (IF 1.654) Pub Date : 2023-07-18 Alice Chik, Silvia Melo-Pfeifer
Many metropolitan cities have undergone rapid demographic changes in recent years, and such changes hasten and widen linguistic diversities. Similar changes are happening in Sydney, Australia and H...
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How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study Language Awareness (IF 1.654) Pub Date : 2023-07-12 Ron I. Thomson, Tracey M. Derwing, Murray J. Munro
Abstract We examined the naturalistic pronunciation development of two groups of L2 speakers over 10 years. Initially, 50 beginner ESL students participated in production tasks; despite attrition, the tasks were administered eight more times. Here we report listener judgements of accentedness, comprehensibility and fluency for the remaining six Mandarin and 12 Slavic language speakers at Year 10. Analyses
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Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar Language Awareness (IF 1.654) Pub Date : 2023-06-27 Marion Martínez, Leesa Clarke, Lorna Hamilton, Christopher J. Hall
Abstract This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies Language Awareness (IF 1.654) Pub Date : 2023-06-04 Latisha Mary, Véronique Lemoine-Bresson, Anne Choffat-Dürr
Abstract Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils’ home languages. This can result in missed opportunities for drawing on pupils’ entire linguistic repertoires to foster their learning The
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Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching Language Awareness (IF 1.654) Pub Date : 2023-05-16 Hanne Brandt, Timo Ehmke, Poldi Kuhl, Detlev Leutner
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their stud...
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The interplay of critical language pedagogy and young Arabic EFL learners Language Awareness (IF 1.654) Pub Date : 2023-05-13 Nadine Nelson, Julian Chen
Abstract This paper is based on the first author’s experience of experimenting with critical language pedagogy (CLP) when she was teaching in the UAE. While prior research focuses mainly on the theoretical aspects of CLP, empirical studies on the effectiveness of implementing critical approaches and developing related teaching materials in Arab EFL contexts with young learners are underrepresented
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Learning and teaching trans-inclusive language and register hybridity for multilingual writers Language Awareness (IF 1.654) Pub Date : 2023-05-12 Emma R. Britton, Theresa Y. Austin
In multilingual instructional spaces, language use can reinforce or disrupt gender disparities. This self-study, situated in the context of a university developmental English writing course, exami...
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Raising business communication students’ awareness of nonverbal features of interaction Language Awareness (IF 1.654) Pub Date : 2023-04-03 Kim McDonough, Rachael Lindberg, Yoo Lae Kim, Pavel Trofimovich
Abstract Analysis of conversations between international university students in the Corpus of English as a Lingua Franca Interaction (CELFI, McDonough & Trofimovich, 2019 McDonough, K., & Trofimovich, P. (2019). Corpus of English as a lingua franca interaction. Concordia University. [Google Scholar]) has demonstrated that holds, which are temporary cessations of dynamic movement, are a robust visual
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Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions Language Awareness (IF 1.654) Pub Date : 2023-02-24 Wenting Chen, Meixiu Zhang
While much research supports the benefits of computer-mediated collaborative writing (CW) in second language (L2) classrooms, the assessment of CW has received scant attention. This study proposed ...
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What do students in human resource management know about accent bias? Language Awareness (IF 1.654) Pub Date : 2023-02-15 Pavel Trofimovich, Anamaria Bodea, Thao-Nguyen Nina Le, Mary Grantham O’Brien, Masako Shimada, Cesar Teló
Abstract For many second language (L2) speakers, including immigrants, speaking with an L2 accent can be a source of unfair or biased treatment in many workplace contexts. However, apart from research on language learners, there is currently little knowledge as to what the general public, and especially members of professional communities, know about accent and accent bias. Our goal in this study was
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The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions? Language Awareness (IF 1.654) Pub Date : 2023-02-13 Sima Khezrlou
Abstract Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions
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Correction Language Awareness (IF 1.654) Pub Date : 2023-02-08
Published in Language Awareness (Vol. 32, No. 2, 2023)
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The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French Language Awareness (IF 1.654) Pub Date : 2023-02-03 Andrew H. Lee, Roy Lyster
Abstract The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of FFI on only sublexical cues, FFI on both sublexical
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Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation Language Awareness (IF 1.654) Pub Date : 2023-01-28 Phung Dao, Suong Thi Thu Hoang, Mai Xuan Nhat Chi Nguyen
This study explored teachers’ perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experi...
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Discourse-based grammar instruction in ESL academic writing: a mixed methods study Language Awareness (IF 1.654) Pub Date : 2023-01-04 Tomoko Oyama, Hyun-Sook Kang
The present study examined the relative effects of discourse-based and sentence-level grammar instruction on the learning of English present perfect in academic writing, using a sequential explanat...
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The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study Language Awareness (IF 1.654) Pub Date : 2023-01-04 Kozo Yanagawa
This study examined the effects of bottom-up instruction (BI) on a high-stakes listening test for second language (L2) listeners and compared these effects with those of strategy instruction (SI) i...
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Prompting language learners to guess the meaning of idioms: do wrong guesses linger? Language Awareness (IF 1.654) Pub Date : 2022-12-20 Xinqing Wang, Frank Boers, Paul Warren
Studies have shown that informing language learners about the literal underpinning of idioms can help them to remember these expressions. It has also been suggested that prompting learners to guess...
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Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues Language Awareness (IF 1.654) Pub Date : 2022-10-18 Aleksandra Dobrego, Alena Konina, Anna Mauranen
Abstract We investigated how native and fluent users of English segment continuous speech and to what extent they use sound-related and structure-related cues. As suggested by the notion of multi-competence, L1 users are not seen as ideal models with perfect command of English, and L2 users not as lacking in competence. We wanted to see how language experience affects speech segmentation. We had participants
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Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language Language Awareness (IF 1.654) Pub Date : 2022-09-01 Jigme Wangdi, Kristof Savski
ABSTRACT IN ENGLISH There is now increased awareness of the need to challenge ‘common sense’ ideologies of language in education, turning language classrooms into spaces of analysis and liberation. Key to achieving this goal is equipping students with the skills needed to navigate diverse, complex discourses about language (critical thinking), as well as fostering an agentive disposition among them
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The native/non-native teacher debate: insights into variables at play Language Awareness (IF 1.654) Pub Date : 2022-08-31 Kebir Colmenero, David Lasagabaster
Abstract Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study
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List of reviewers Language Awareness (IF 1.654) Pub Date : 2022-07-22
Published in Language Awareness (Vol. 31, No. 3, 2022)
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Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar Language Awareness (IF 1.654) Pub Date : 2022-07-18 Teresa Kieseier, Dieter Thoma, Markus Vogelbacher, Hopp Holger
Abstract Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985 Bialystok, E., & Ryan, E. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31(3), 13–32. [Google Scholar]) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from
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Multilingual pragmatic awareness in collaborative writing Language Awareness (IF 1.654) Pub Date : 2022-07-08 Ignacio Martinez-Buffa, Pilar Safont
Abstract Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic
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Situation-model representations of conflicting textual information in L2 readers: the effects of prior beliefs and L2 proficiency Language Awareness (IF 1.654) Pub Date : 2022-06-29 Mohammad N. Karimi, Parisa Ashkani
Abstract In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers’ mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief
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Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility Language Awareness (IF 1.654) Pub Date : 2022-06-29 Bradford J. Lee, Justin L. Bailey
Abstract While listeners tend to downgrade speakers’ accent and comprehensibility when they perceive them to be from a different language community—a process known as reverse linguistic stereotyping (RLS)—research has generally relied solely on quantitative data such as Likert scale ratings. The current study sought to extend the analysis further by investigating the reasons which informed raters’
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Explicit embodiment of narrative worlds: a case study of student-teacher concept-led grammar conferencing for writing Language Awareness (IF 1.654) Pub Date : 2022-06-26 Brett Healey, Paul Gardner
Abstract The abstract nature of grammar makes metalinguistic thinking a challenge for both teachers and students. However, it is suggested writing conferences in which students are encouraged to reflect on grammatical choices and their impact on meaning may be an effective means to develop metalinguistic awareness. This paper draws on cognitive linguistics and mentor texts to investigate what impact
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Second language reading and recall processes under different reading purposes: an eye-tracking, keystroke-logging, and stimulated recall study Language Awareness (IF 1.654) Pub Date : 2022-05-27 Jookyoung Jung, Minjin Lee
Abstract This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading
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“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers Language Awareness (IF 1.654) Pub Date : 2022-05-10 Mats Deutschmann, Eric Borgström, Daroon Yassin Falk, Anders Steinvall, Johan Svensson
Abstract The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish, or L2 accented Swedish. Both guises were based
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Multimodality in translation: a look into EFL and JSL classrooms Language Awareness (IF 1.654) Pub Date : 2022-04-27 Eiko Gyogi, Vivian Lee
Abstract There has been an increased interest in multimodality in the field of both language pedagogy and translation studies. To our knowledge, however, only a few empirical studies have investigated students’ perceptions and learning through translation classrooms focusing on multimodality. This paper reports on multimodal translation tasks implemented in two different classrooms: a Korean-to-English
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Foreign language students’ views on FL and critical literacies Language Awareness (IF 1.654) Pub Date : 2022-04-04 Pedro Antonio Férez Mora, Yvette Coyle, Ángela Dorado Otero
Abstract This study reports on the journal entries written by undergraduate students (N = 42) after participating in Spanish as a foreign language classes with a critical pedagogy orientation which unfolded from the exploration of homophobia in a poem by Luis Cernuda. Students were requested to express their views on how the lessons had impacted their FL competence and critical literacies. The teaching
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Developing teacher awareness and action plans for teaching English as an international language Language Awareness (IF 1.654) Pub Date : 2022-03-25 Bal Krishna Sharma, Mikayla Sievers
Abstract Researchers have made pedagogical suggestions regarding how to incorporate international varieties of English in teacher education, but the amount of research on how novice teachers develop such knowledge and pedagogies and put them into practice is noticeably inadequate. This study presents a two-part case study in order to address this concern. In the first part, the study reports how four
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Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts Language Awareness (IF 1.654) Pub Date : 2022-02-03 Mohammad Nabi Karimi, Fatemeh Asadnia
Abstract Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers’ thoughts. One such strand is the research on teachers’ pedagogical knowledge base, defined as the thought units/categories underlying teachers’ instructional performance. To address this gap, the present study investigated L2 teachers’ pedagogical knowledge
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Learning from Tina: a case study with a selective speaker Language Awareness (IF 1.654) Pub Date : 2022-01-14 Kay Rosheim
Abstract The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily
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Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration Language Awareness (IF 1.654) Pub Date : 2021-12-21 Ward Peeters, Jo Mynard
Abstract To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in
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The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement Language Awareness (IF 1.654) Pub Date : 2021-12-09 Jang Ho Lee, Hansol Lee
Abstract As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign
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The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infelicities Language Awareness (IF 1.654) Pub Date : 2021-12-09 Antoinette Luijkx, Marinel Gerritsen, Margot van Mulken
Abstract One of the new scales in the CEFR Companion Volume is online interaction. The new descriptors cover goal-oriented online transactions, including written correspondence and the use of formulaic language. In Dutch business schools, students learn German for special purposes at B1/2 level: they are expected to master German in a professional context well enough to facilitate interactions and