Research Article
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Language Awareness and Second Language Acquisition: Is there a link?

Year 2020, Volume: 9 Issue: 3, 721 - 732, 05.10.2020
https://doi.org/10.14686/buefad.764394

Abstract

The conceptual analysis of language awareness has been extensively investigated with varying connotations. The first objective of this research study is to investigate the extent of the interaction between the development of language awareness and second language acquisition. As a second objective, this study hypothesizes that the conceptual definition of language awareness, in terms of being a linguistic terminology, needed further clarification, and this could be explored through categorizing data that are derived from selected published articles into common themes. Process mapping research methodology iseffectively used in this linguistic study. The articles that are thematically explored within this research study are selected based on the fact that they used language awareness as a separate linguistic conceptual entity within the scope of their research. The results of this study suggest that a process modeling technique can be used to associate collected data within categories in order to show the common themes of language awareness. Even though the overall data were partly inconclusive due to lack of consistency in the terminological use of the term “language awareness,” this research study suggests categorical relationships in a conceptual process model and shows that language awareness has a positive impact on the language acquisition process.

References

  • Amjadiparvar, A., & Zarrin, G. (2019). The relationship between EFL learners’ level of language awareness and their motivation and achievement. The Journal of Language Learning and Teaching, 9(2), 37-48.
  • Ammar, A., Lightbown, P. & Spada, N. (2010). Awareness of L1/L2 differences: Does it matter? Language Awareness, 19(2), 129-146.
  • Andrews, S., & Lin, A. M. (2017). Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57-74). Routledge.
  • Astuti, C. W. (2020). Language awareness: Language use and reasons for code-switching. LLT Journal: A Journal on Language and Language Teaching, 23(1), 116-130.
  • Balyasnikova, O. V., & Ufimtseva, N. V. (2020). XXX “Conflictogenic zones” of language consciousness in intercultural communication. Vestnik Volgogradskogo Gosudarstvennogo Universiteta.Serii︠a︡ 2, I︠A︡zykoznanie, 19(1), 28.
  • Basetti, B. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In V. Cook & B. Basetti (Eds.), Second language writing systems (pp. 335-356). Retrieved from http://eprints.bbk.ac.uk/530/1/bassetti.pdf
  • Bastian, M., Lerique, S., Adam, V., Franklin, M. S., Schooler, J. W., & Sackur, J. (2017). Language facilitates introspection: Verbal mind-wandering has privileged access to consciousness. Consciousness and Cognition, 49, 86-97.
  • Berry, R. (2005). Making the most of metalangauge. Language Awareness, 15(1), 3-20.
  • Bouffard, L. A., & Sarkar, M. (2008). Training 8-year-old French immersion students in metalinguistic analysis: an innovation in form-focused pedagogy. Language Awareness, 17(1), 3-24.
  • Cenoz, J., Gorter, D., & May, S. (Eds.). (2017). Language awareness and multilingualism. Cham, Switzerland: Springer.
  • Derwing, T. M. (2017). The role of phonological awareness in language learning. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 339-353). Routledge.
  • Fairclough, N. (2014). Critical language awareness. Routledge.
  • Fortune, A. (2005). Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness, 14(1), 21-38.
  • Francis, N. (2020). Literacy and the language awareness hypothesis. Writing Systems Research, 11(2), 1-12.
  • Garrett, P., & Cots, J. M. (Eds.). (2017). The Routledge handbook of language awareness. Routledge.
  • Gui, P., Jiang, Y., Zang, D., Qi, Z., Tan, J., Tanigawa, H., Jiang, J., Wen, Y., Xu, L., Zhao, J., Mao, Y., Poo, M. M., Ding, N., Dehaene, S., Wu, X., & Wang, L. (2020). Assessing the depth of language processing in patients with disorders of consciousness. Nature neuroscience, 23(6), 761–770.
  • Hebe, W. M., & Storey, P. (2006). Knowing and doing in the ESL writing class. Language Awareness, 15(4), 283-300.
  • James, C. (1992). Awareness, consciousness and language contrast. In C. Mair and M.Markus (Eds.), New departures in constrastive linguistics. Innsbrucker Beiträge zur Kulturwissenschaft (pp.183-98).
  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270–283.
  • Johnson, S. M., & Nelson, B. M. (2010). Above and beyond the syllabus: transformation in an adult, foreign language classroom. Language Awareness, 19(1), 35-50.
  • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: a classroom study. Language Awareness, 19(3), 171-185.
  • Konderak, P. (2016). Between language and consciousness: Linguistic qualia, awareness, and cognitive models. Studies in Logic, Grammar and Rhetoric, 48(1), 285-302.
  • Kotarcic, Ana, & Swiggers, Pierre. (2020, January). Language and language consciousness in Aristotle. [Presentation]. In XXXI. Internationales Kolloquium des SGdS: Sprache und Sprachbewusstsein in der Geschichte der Sprachwissenschaft, Europa-Universität, Flensburg, Germany.
  • Lasagabaster D., & Sierra, J. M. (2005). Error correction: students' versus teachers' perceptions. Language Awareness, 14(2/3), 112-127.
  • Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41-59.
  • Marr, T. (2005). Language and the capital: a case study of English ‘language shock’ among Chinese students in London. Language Awareness, 14(4), 239-253.
  • Oliveira, A. L., & Ançã, M. H. (2009). ‘I speak five languages’: fostering plurilingual competence through language awareness. Language Awareness, 18(3-4), 403-421.
  • Sicola, L. (2005). Communicative lingerings: Exploring awareness of L2 influence on L1 American expatriates after re-entry. Language Awareness, 14(2/3), 153-169.
  • Svalberg, A. (2005). Consciousness-raising activities in some Lebanese English language classrooms: Teacher perceptions and learner engagement. Language Awareness, 14(2/3), 170-190.
  • Verdugo, D. R. (2006). A study of intonation awareness and learning in non-native speakers of English. Language Awareness, 15(3), 141-159.
  • Walker, C. (2020). ‘To know Is to love?': Language awareness and language attitudes in a Barbadian classroom. In J. Jules & K. L. Belgrave (Eds.), Transformative Pedagogical Perspectives on Home Language Use in Classrooms (pp. 66-84). IGI Global.
  • Weaver, M. M. (2020). Critical Language Awareness Pedagogy in First-Year Composition: A Design-Based Research Study [Unpublished doctoral dissertation]. Old Dominion University.
  • Yiakoumetti, A., Evans, M., & Esch, E. (2005). Language awareness in a bidialectal setting: the oral performance and language attitudes of urban and rural students in Cyprus. Language Awareness, 14(4), 254-260.
  • Zapata, G. C. (2005). Literature in L2 Spanish classes: an examination of focus-on-cultural understanding. Language Awareness, 14(4), 261-273.
  • Zhou, A. A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1).

Dil Bilinci ve İkincil Dil Edinimi Bağlantısı

Year 2020, Volume: 9 Issue: 3, 721 - 732, 05.10.2020
https://doi.org/10.14686/buefad.764394

Abstract

Dil bilinci süregelen bilimsel çalışmalarda sıkça irdelenmesine rağmen farklı çağrışımlarda kullanılmaktadır. Bu araştırmanın ilk hedefi, dil bilincinin gelişimi ile ikinci dil edinimi arasındaki etkileşimin kapsamını incelemektir. İkinci amaç olarak; bu çalışma, dil bilinci kavramının dilbilimsel bir terminoloji olarak netlik kazanması gerektiği tezini savunmuştur. Dil bilinci üzerine yayımlanmış makalelerden elde edilen verilerin ortak temalara göre süreç sınıflandırılması yoluyla araştırılabileceği hipotezi savunulmuş ve ortak kavramsal temalar tespit edilmiştir. Bu dilbilimsel yayımda süreç haritalama araştırma metodu etkili bir biçimde kullanılmıştır. Bu araştırma çalışmasında; dil bilinci kavramı açısından incelenen makalelerde, dil bilinci bağımsız bir dilbilimsel kavram olarak kapsamlı irdelenmiş ve incelenmiştir. Bu çalışmanın sonuçları, dil farkındalığıyla ilişkili ortak temaları göstermek için toplanan verileri kategorilerle ilişkilendirmek için süreç modelleme tekniğinin etkili kullanılabileceğini göstermektedir. Araştırma çalışmalarında “dil bilinci” ibaresinin terminolojik kullanımındaki veriler kısmen tutarsızlık teşkil etse de; bu araştırma, kavramsal ve kategorik süreç haritalama metodu yöntemiyle dil farkındalığının ikinci dil edinim sürecine olumlu etkisi olduğunu göstermiştir.

References

  • Amjadiparvar, A., & Zarrin, G. (2019). The relationship between EFL learners’ level of language awareness and their motivation and achievement. The Journal of Language Learning and Teaching, 9(2), 37-48.
  • Ammar, A., Lightbown, P. & Spada, N. (2010). Awareness of L1/L2 differences: Does it matter? Language Awareness, 19(2), 129-146.
  • Andrews, S., & Lin, A. M. (2017). Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57-74). Routledge.
  • Astuti, C. W. (2020). Language awareness: Language use and reasons for code-switching. LLT Journal: A Journal on Language and Language Teaching, 23(1), 116-130.
  • Balyasnikova, O. V., & Ufimtseva, N. V. (2020). XXX “Conflictogenic zones” of language consciousness in intercultural communication. Vestnik Volgogradskogo Gosudarstvennogo Universiteta.Serii︠a︡ 2, I︠A︡zykoznanie, 19(1), 28.
  • Basetti, B. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In V. Cook & B. Basetti (Eds.), Second language writing systems (pp. 335-356). Retrieved from http://eprints.bbk.ac.uk/530/1/bassetti.pdf
  • Bastian, M., Lerique, S., Adam, V., Franklin, M. S., Schooler, J. W., & Sackur, J. (2017). Language facilitates introspection: Verbal mind-wandering has privileged access to consciousness. Consciousness and Cognition, 49, 86-97.
  • Berry, R. (2005). Making the most of metalangauge. Language Awareness, 15(1), 3-20.
  • Bouffard, L. A., & Sarkar, M. (2008). Training 8-year-old French immersion students in metalinguistic analysis: an innovation in form-focused pedagogy. Language Awareness, 17(1), 3-24.
  • Cenoz, J., Gorter, D., & May, S. (Eds.). (2017). Language awareness and multilingualism. Cham, Switzerland: Springer.
  • Derwing, T. M. (2017). The role of phonological awareness in language learning. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 339-353). Routledge.
  • Fairclough, N. (2014). Critical language awareness. Routledge.
  • Fortune, A. (2005). Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness, 14(1), 21-38.
  • Francis, N. (2020). Literacy and the language awareness hypothesis. Writing Systems Research, 11(2), 1-12.
  • Garrett, P., & Cots, J. M. (Eds.). (2017). The Routledge handbook of language awareness. Routledge.
  • Gui, P., Jiang, Y., Zang, D., Qi, Z., Tan, J., Tanigawa, H., Jiang, J., Wen, Y., Xu, L., Zhao, J., Mao, Y., Poo, M. M., Ding, N., Dehaene, S., Wu, X., & Wang, L. (2020). Assessing the depth of language processing in patients with disorders of consciousness. Nature neuroscience, 23(6), 761–770.
  • Hebe, W. M., & Storey, P. (2006). Knowing and doing in the ESL writing class. Language Awareness, 15(4), 283-300.
  • James, C. (1992). Awareness, consciousness and language contrast. In C. Mair and M.Markus (Eds.), New departures in constrastive linguistics. Innsbrucker Beiträge zur Kulturwissenschaft (pp.183-98).
  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270–283.
  • Johnson, S. M., & Nelson, B. M. (2010). Above and beyond the syllabus: transformation in an adult, foreign language classroom. Language Awareness, 19(1), 35-50.
  • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: a classroom study. Language Awareness, 19(3), 171-185.
  • Konderak, P. (2016). Between language and consciousness: Linguistic qualia, awareness, and cognitive models. Studies in Logic, Grammar and Rhetoric, 48(1), 285-302.
  • Kotarcic, Ana, & Swiggers, Pierre. (2020, January). Language and language consciousness in Aristotle. [Presentation]. In XXXI. Internationales Kolloquium des SGdS: Sprache und Sprachbewusstsein in der Geschichte der Sprachwissenschaft, Europa-Universität, Flensburg, Germany.
  • Lasagabaster D., & Sierra, J. M. (2005). Error correction: students' versus teachers' perceptions. Language Awareness, 14(2/3), 112-127.
  • Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41-59.
  • Marr, T. (2005). Language and the capital: a case study of English ‘language shock’ among Chinese students in London. Language Awareness, 14(4), 239-253.
  • Oliveira, A. L., & Ançã, M. H. (2009). ‘I speak five languages’: fostering plurilingual competence through language awareness. Language Awareness, 18(3-4), 403-421.
  • Sicola, L. (2005). Communicative lingerings: Exploring awareness of L2 influence on L1 American expatriates after re-entry. Language Awareness, 14(2/3), 153-169.
  • Svalberg, A. (2005). Consciousness-raising activities in some Lebanese English language classrooms: Teacher perceptions and learner engagement. Language Awareness, 14(2/3), 170-190.
  • Verdugo, D. R. (2006). A study of intonation awareness and learning in non-native speakers of English. Language Awareness, 15(3), 141-159.
  • Walker, C. (2020). ‘To know Is to love?': Language awareness and language attitudes in a Barbadian classroom. In J. Jules & K. L. Belgrave (Eds.), Transformative Pedagogical Perspectives on Home Language Use in Classrooms (pp. 66-84). IGI Global.
  • Weaver, M. M. (2020). Critical Language Awareness Pedagogy in First-Year Composition: A Design-Based Research Study [Unpublished doctoral dissertation]. Old Dominion University.
  • Yiakoumetti, A., Evans, M., & Esch, E. (2005). Language awareness in a bidialectal setting: the oral performance and language attitudes of urban and rural students in Cyprus. Language Awareness, 14(4), 254-260.
  • Zapata, G. C. (2005). Literature in L2 Spanish classes: an examination of focus-on-cultural understanding. Language Awareness, 14(4), 261-273.
  • Zhou, A. A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1).
There are 35 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Eda Başak Hancı-azizoğlu 0000-0001-6937-5925

Publication Date October 5, 2020
Published in Issue Year 2020 Volume: 9 Issue: 3

Cite

APA Hancı-azizoğlu, E. B. (2020). Language Awareness and Second Language Acquisition: Is there a link?. Bartın University Journal of Faculty of Education, 9(3), 721-732. https://doi.org/10.14686/buefad.764394

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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