Language awareness: A learner‐centred view

Abstract

This paper looks at how post‐intermediate students can be encouraged to develop and sustain insights into language use which should lead to more accurate written and oral fluency. As a methodology, Language Awareness needs to be contextualised within a framework of shared classroom processes, where affective and cognitive dimensions are given equal priority. By building bridges between teaching styles and learning styles students can be given the confidence and motivation to change attitudes and beliefs. This identification and refinement of language using strategies is examined in the particular case of a group of Taiwanese students, and the difficulties of evaluating the contribution of Language Awareness to improved language production are discussed.