文章基本信息

标题：The Relationship Between Explicit Learning and Consciousness-Raising Tasks Within a Communicative Language Context
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作者：Priscila Fabiane Farias ; Deise Caldart Roscioli ; Pamela Toassi 等
期刊名称：Brazilian English Language Teaching Journal
电子版ISSN：2178-3640
出版年度：2015
卷号：6
期号：1
页码：81-99
DOI：10.15448/2178-3640.2015.1.20187
语种：English
出版社：EdiPucrs
摘要：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.
其他摘要：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.
关键词：Consciousness-raising tasks;Explicit Learning;Task-Based Approach