The process side of language awareness: A Hungarian case study

Abstract

This is an account of my difficulties in familiarising Hungarian trainee teachers with tasks aimed at raising their awareness of English as a system and as a language in use. In my experience, inquiry‐based language activities can pose a formidable challenge to non‐native teachers’ expectations and beliefs about language and language learning as well as their self‐concept as learners and teachers. I argue that, for LA work to be successful in such contexts, attention to educational background and to the process of task familiarisation is a must.