Language awareness in a content-based language programme

Abstract

A widely accepted theoretical premise in second language acquisition holds that learners must notice language form in order to learn it. This premise provides support for language instruction that integrates attention to language form with attention to content. Empirical research has shown this combination to be effective; however, little research has investigated how learners attend to form in content-based language contexts. This study was carried out as part of a larger research project investigating the effect and effectiveness of form-focused instruction (FFI) in a content-based language programme. The project used a pre-test/post-test/delayed post-test design to measure language and content outcomes and a retrospective recall protocol to investigate learner attention to language and content. This paper reports on the findings of the recall protocol and the relationship between learner attention and language outcomes. Analysis of the recall data indicated that the participants were able to identify the focus of the instruction they received in reference to content or language. However, no relationship between awareness of language and language outcomes was found. The findings are discussed in the context of content-based language instruction and FFI and the possible role of orientation and depth of processing in learner attention and awareness.

Keywords:

• language awareness
• content-based instruction
• content-based language teaching
• form-focused instruction
• attention
• recall protocols

Notes

1. The Canadian Language Benchmarks Placement Test (CLBPT) is an assessment tool aligned to the Canadian Language Benchmarks (CLB), a descriptive scale of communicative proficiency in English as a second language (ESL) expressed as 12 benchmarks. Development and implementation of the CLB is funded by the Government of Canada and managed by the Centre for Canadian Language Benchmarks.