Write a reflection on Language Awareness.
In teacher education concerning Teaching English to Speakers of Other Languages (TESOL), Language awareness is a commonly used term that often refers to the skills to teachers-in-training on LA mainly within the classroom (Ellis, 2012). Attaining awareness about language requires teachers to first understand the very essence of language. Andrews (2006), states, “language is patently important” to human beings. Without language, there can be no scope for communication. A deep understanding of language comes from having awareness about the language. Ronald (2003: 64) defines language awareness as “development in learners of an enhanced consciousness of and sensitivity to the forms and functions of language”. The ‘forms and functions’ of language refer to the technicalities that are present in learning language. The author further states that this approach of language awareness “has been developed in contexts of both second and foreign language learning”. Language awareness combines content, language skill, attitudinal education and meta-cognitive prospects enabling students to mirror the process of language acquirement, learning and use. Classrooms centered on students and assistance available to teachers in teaching English has been created in the modern day owing to the focus on language awareness.
In this paper, I will explore the theoretical examination of LA and its significance in developing teachers’ ability to teach the students of King Saud University (KSU), Saudi Arabia. Further, I will present ideas about the influence of different features of language awareness on the application of grammar. In addition, I will discuss the function of English in the teachers’ context. I will explain the manifestation of language awareness as both a learner and a teacher in this paper. Ideas and concepts culminated from the evaluation would be presented as suggestions and recommendations for teachers to pursue LA in order to achieve ELT competence.
Svalberg (2007), talks about certain aspects of language awareness and its influence on the learner and teacher attitude towards English language learning. The author mentions certain- cognitive aspects of language learning that includes consciousness, attention and noticing as the first aspect and explicit and implicit knowledge learning as the second aspect.
In order to explore the domains of awareness, argues the author, it is important to study the second language acquisition (SLA) research, in particular the ‘cognitive linguistic notions’. Attention is the second notion that explains LA and it consists of alertness, orientation and detection. All these aspects of attention lead to a better understanding of language and the ways to use it. Attention and awareness combine in noticing that is extremely important in language instruction. This phenomenon known as the Noticing Hypothesis states that implicit learning cannot be possible because it does not involve awareness. Explicit learning, on the other hand, involves all these elements of awareness and hence is mostly preferred. Several scholars have argued that cognitive aspects must be taken into consideration by teachers to “help create a learning culture which is supportive, not face threatening”.
Explicit and implicit knowledge are the second aspects of Language Awareness that need a thorough understanding in order to apply it in language instruction. Ellis (2009) describes the important role of explicit and implicit knowledge especially in SLA. The author clearly defines the ways by which individuals learn about the second language and to “store that knowledge and make use of it”. Schmidt, R. (1995) argues that explicit and implicit knowledge of language learning are the results of higher level of awareness. According to him, higher level of awareness is “involved in contrasts between explicit learning that is based on conscious knowledge and insights and implicit learning, which bases itself on unconscious processes of generalization and abstraction”. To break it in simple words, explicit learning requires calculated use of the conscious mind to decipher the various meaning whereas implicit learning is processed naturally through conversations with classmates and teachers.
Both the above-mentioned aspects of LA are inherent to the use of language while providing instructions for SLA.
What is language awareness?
Tomlinson states that language awareness is a ‘mental attribute’ that enables learners to ‘gain insights into how languages work’. As per the definition of the Association for Language Awareness (ALA), the term Language Awareness refers to the “explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”. To elaborate this definition further, language awareness encompasses overall knowledge of language and involves minute observation and understanding of language learning, teaching and use. Svalberg (2007) on the other hand, talks about the origin of the LA movement during the 1990s and its transition to the present context of education. While putting for her views, the author argues that language development in the 90s was limited to the efforts of the teacher “to produce a literate workforce” and hence, no stress was laid on “developing a critical understanding of the language”. In simple words, the early 20th century LA movement concerned itself only with the production of a workforce that had enough literary skills. These skills were however, restricted to technical areas only and lacked a holistic approach to language learning.
James, Garrett and Candlin (2014: 3), in their seminal work on LA, argued that theorists and linguists have failed to provide a definitive explanation of the term. It thus led to debates and arguments over the years. One simple definition was drafted in 1985 by the National Council for Language in Education (NCLE) that stated language awareness to be “a person’s sensitivity to and conscious awareness of the nature of language and its role in human life”. A closer look at this definition reveals that all the major interpretations and explanations of LA revolved around this definition. Mariani (1992) gives a detailed account of the development various approaches and sciences towards LA and provides insight into the growing need for independent learner. These approaches include explicit learner-centered approach, cognitive approach, individual differences studies, language learner research, humanistic approaches, tradition of study skills and social changes. While elaborating the explicit leaner-center approach, the author points out that this approach mainly focused on learning objectives defined “not just in terms of strictly linguistic criteria, but rather in terms of the socio-cultural and professional needs of specific groups of learners”. A link can be established between this approach and the one addressed by Svalberg (2007) where it was stated that the LA movement in Europe was characterized by socio-linguistic issues rather than just ‘literacy skills and concerns’.
Aspects that affect English language in use
English is a flexible language and thus, it changes with time – new words enter the lexicon whereas some old words are replaced or modified (Pavlenko, 2002). Moreover, English is a language that is spoken universally but with difficulty by those for whom English is a second language. According to Richards (2015), students use the English language mostly to converse with teachers in the classroom and tend to use their first language while in a casual conversation with friends. Examples can be drawn from various contexts such as in the Arab universities, emphasis is given to the native language. This affects the English language in use vary largely. I shall discuss the three major aspects that influence the English language in use in the following sections that are context, medium and users.
Context
Context refers to the different situations in which students communicate with their teachers and peers. Harmer (2001) defines context as the source that informs the capability of the learner and the teacher to speak in English. In Arab universities, it has been found that students generally converse in their native language outside the classroom with their both peers and teachers. This limits their capability in the classroom to speak in English. Further, it hampers the classroom productivity where weaker students find it difficult to understand and express their views affecting the ability of the teachers as well. Arndt et al, (2000) expand the context as an aspect affecting English language by mentioning the social and cultural contexts as well. According to the authors, “vocabulary and grammar are both important but so are the social and cultural knowledge”. They further state that “mastering a complex set of discourses” is required to become a competent language user.
Medium
Goh (2009) stresses on the need for competency in spoken grammar as it is mandatory for teachers to teach English to second language learners. This notion is derived from the views of McCarthy and Carter (2001: 57) who argued that language pedagogy could not entirely depend on the speaking skills. In their view, “there can be little hope for a natural spoken output on the part of language learners if the input is stubbornly rooted in models owing their origin and shape to the written language”. This relates to the issue of medium as a factor affecting the use of English as a second language (Halliday, Matthiessen & Matthiessen, 2014). Applying the technicalities of the written medium into spoken language disrupts the flow of teaching. Arndt et al, (2000: 110), comment that although grammar is systematic, it is unstable and flexible and the use of grammar “varies widely, particularly in spoken English”. It is crucial to identify the differences between spoken and written English to understand thoroughly the nuances of grammar. These variations in both verbal and written medium further affect the English language and its awareness amongst students particularly for Saudi students.
Users
Language use varies according to different users. By users, I am referring to people of different age groups, societal and cultural groups (Quezada-Sarmiento et al., 2017). In my observation, I have found that the present generation tends to use a much-contracted form of English. The affect of users in the use of English language is mostly visible from the grammar that is used. Coates (2015) in her seminal work on gender and language sheds light on the works of early grammarians and linguists who blamed women for the change in grammar. Here, we see that the affect of users on the English language, particularly on grammar has been visible from the earliest days. Apart from gender, English language in use is also affected by age groups. Teenagers, as seen from their activities in the social media tend to use a shortened form of the English language unlike adults. Using ‘lol’ in place of ‘laugh out loud’, ‘asap’ for ‘as soon as possible’ and ‘omg’ for oh my god’ are some of the examples that show the drastic change in language use depending on the user (Huffaker & Calvert, 2005). Users belonging to different social backgrounds also demonstrate change is the use of English. Saudi people, for example, mostly tend to omit or wrongly use articles ‘a, an and the’ while speaking in English. Khan (2011) presents several examples of Saudi learners committing mistake while using the English language. Apart from the mistakes committed in the use of articles, the author also mentions other elements like structure, tense, double prepositions and so on (see Appendix A).
Going through the discussions of Arndt et al, (2000) on English language use, I have observed that variations in grammar occur in terms of its use mostly with adults and children. Grammar can be construed in different ways that adds to the variations it goes through in use. With different users, the variation surfaces more clearly thus giving an opportunity to the teachers as well as learners to comprehend the correct usage.
With Children
Children have a fascinating way of learning and acquiring a language, whether their first language or the second language. However, it is extremely difficult to teach grammar or syntactic rules of English to children. The little nuances of grammar are not understood by children, which is obvious. However, teaching grammar and English to English-speaking children and children having English as a second language has a marked difference. Second language learners are more likely to face difficulties while learning English and the various grammar rules. Conversations with children reveal the variation in English grammar. An example from Arndt et al. (2000) can be cited to show this:
Child: Nobody don’t like me.
Mother: No, say “nobody likes me.”
Child: Nobody don’t like me.
[eight repetitions of this dialogue]
Mother: No, now listen carefully: say “nobody likes me.”
Child: Oh! Nobody don’t LIKES me.
Here, from the above example, variation in grammar use can be clearly visible. The child juxtaposes two negative words, as it does not have a developed idea about it. The child observes and follows what he or she sees and listens. My own experience has helped me observe these little variations in the English language while conversing with children and listening to them. I have observed that he possesses no idea about grammar and tends to mix preposition and conjunction. Instead of saying, “I saw a cat under the table”, my cousin says “I seen a cat in the table”. Further, in place of using ‘and’, my cousin uses ‘or’ and sometimes even miss using conjunctions. It is thus evident from the above examples and personal experiences that English grammar varies with children beginning to learn the language and with first and second language speakers as well. As stated by Hinkel (2018), grammar and its rules has its own variation that is explored at deeper levels when it is used by children and instructors teaching English to children.
With Adults
Adults are more informed about the various rules and techniques of English grammar and thus commit fewer mistakes than children while speaking and writing commit. However, marked differences could be visible between L1 and L2 learners (Alrabai, 2014). While L1 learners have a wider scope of learning English being equipped with wide range of grammatical structures, L2 learners do not have such a scope. This leads to variations in English grammar usage. A look at the usage of written and spoken English by L1 learners presented in the work of Arndt et al. (2000: 108,109) reveals this variation (see Appendix B).
VanPatten, B. (2015) claims that most variations in English grammar usage and understand amongst L2 learners is due to the Input Processing (IP) that involves acquisition, which is “to a certain degree, a by-product of comprehension”. Comprehension refers the understanding of correct grammar. L2 learners have difficulties with understanding grammar, which occurs due to the influence of several factors like:
Saudi English learners
In Saudi Arabia, English is a rapidly development field of learning that is attracting greater attention from scholars and teachers alike. Although, Saudi people, like majority of nations, prefer to communicate verbally and in writing, their native language. However, English being a universally accepted language of communication has to be taught to Saudi students at all levels of education (Al-Nasser, 2015). Being a learner and aspiring to become a teacher in English language, I support the emphasis put on the learning the English language. Language awareness in this case, is of extreme importance. Alqahtani (2015) while putting his views on the willingness of Saudi students to learn English as the second language, states that more and more Saudi students are showing intent to develop English language skills. The author also points put to the developments in the competitive world and the attention drawn by Saudi Arab from the world has escalated the need for learning English. The King Saud University in Riyadh is no exception. The university has increased the number of positions for EFL teachers and aims to expand its teaching staff primarily for English teaching.
In a study conducted by Hameed and Aslam (2015), it was found that Saudi learners’ prime concern in learning English was pronunciation. They presented numerous instances that lead to this problem of pronunciation. One of the many reasons was that “Arabic has one letter for one sound which makes spelling much easier but in English one letter may have several sounds”. Moreover, Arab students counter problems with almost all forms of English language comprising written, verbal, grammar and vocabulary (Alhaisoni, 2012). The recommendations given by the author to tackle these issues included, increasing students’ motivational level, improving the medium of communication for non-native EFL teachers and incorporating modern tools of education like laptops, smart boards etc. amongst others (Bhuiyan, 2016).
At KSU, the management has realized the importance of English as a language that is needed in “many fields of political, economic, commercial and educational” and as a source for disseminating Islamic books, its culture and civilization to English-speaking nations (KSU.edu.sa, 2018). In order to achieve this objective, the university has dedicated its attention majorly towards integrating plans for teaching English as second language and as foreign language to university students.
While embarking on the journey of acquiring competency in Language Awareness, I have come across several aspects that were previously unknown to me. I also discovered that as a teacher, I have numerous areas to develop upon and endless potential to consider myself as a good EFL teacher. As a learner of English language, I have found that many elements of English like vocabulary, grammar, syntax, figures of speech, pronunciation and spelling have to be studied extensively in order to acquire expertise in the subject. It has been a revelation for me to realize that learning and teaching English are poles apart. I find myself lucky to have carried out this journey on learning Language Awareness because this has taught me many things about teaching English to second language learners. Teaching English as SLA to students at King Saud University is abound with many challenges because Saudi students lack the ability to comprehend English easily. I have found that few of my former and current KSU students have the tendency to converse in the native language outside the classroom. It has further added to the difficulties for adopting the English language at the University level for further progress, both for the students as well as for me as a teacher. However, after carrying out extensive researching on this aspect, I have developed the confidence to teach English to the Arab students.
Another important aspect that I have learnt while doing this paper on LA is that several modern technologies have enabled teachers to disseminate knowledge of English more easily. The availability of new technologies like laptops, smart boards, video conferencing and such have capacitated the teachers and learners alike to explore the English language on a broader level. I have witnessed transformations at the KSU itself where students now have the opportunity to interact with teachers beyond the confinements of the classroom (Alrashidi & Phan, 2015).
Viewing Language Awareness from a learner’s perspective, I can say that I need to have access to more materials on language awareness in order to develop competency. Although, materials for EFL have been made available to learners but there is still insufficiency in this aspect (Eslami-Rasekh, 2005).
Conclusion
In this paper, I investigated the conceptual ideas about Language Awareness (LA) in order to acquire competency in English language with a focus on KSU. I have observed that the materials for teaching EFL are now accessible for the learners and teachers as well, which would ensure an improved learning of the language. In addition, this would also ensure marked improvement on the awareness of the English language. I have also noticed that English is considered by many as an easily learnable language. However, being partly true, it does require thorough understanding of all the minutest aspects of English including spelling and pronunciation. Nonetheless, many students have expressed that they are having better exposure to English owing to the influence of the emerging social media. Within the Kingdom of Saudi Arabia, where cultural and traditional norms once restricted the natives to explore the world of English language, influence of the language is starting to be more visible. The rulers have realized the importance of English as a tool to disseminate the rich culture and traditions of Islam to other parts of the world. This has resulted in the integration of English in almost all levels of education by the government.
With a view to focus majorly on Language Awareness and its importance in English language teaching, I have produced this paper incorporating quotes of several scholars of this field. The essay has been written in a systematic manner that begins with an introduction of the topic, the concepts and meaning of LA in different contexts by different authors. In addition, the essay has focused on the changing norms and the many variations witnessed by the English language, most importantly the grammar. Numerous issues have been identified that limits the scope of LA in Saudi Arabia. It can be recommended that to mitigate these issues, it is important to train the teachers of EFL initially. Then, the students must be given the opportunity to improve their abilities by exposing them to modern ways of learning
Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115.
Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612.
Alqahtani, M. (2015). Saudi Students’ Willingness to Communicate and Success in Learning English as a Foreign Language. Journal of Language Teaching and Research, 6(6), 1195-1205.
Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English language teaching, 7(7), 82.
Alrashidi, O., & Phan, H. (2015). Education context and English teaching and learning in the Kingdom of Saudi Arabia: An overview. English Language Teaching, 8(5), 33.
Arndt, V., Harvey, P. And Nuttall, J. (2000) Alive to Language. Cambridge: Cambridge University Press.
Bhuiyan, A. A. M. (2016). Factors Supporting the Learning of English as a Foreign Language Among Saudi Arabian Tertiary Level Students. SARJANA, 31(2), 62-70.
Carter, R. (2003). Language Awareness. ELT journal, 57(1), 64-65.
Coates, J. (2015). Women, men and language: A sociolinguistic account of gender differences in language. Routledge.
Ellis, R. (2009). Implicit and explicit knowledge in second language learning, testing and teaching (Vol. 42). Multilingual Matters.
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT journal, 59(3), 199-208.
Goh, C. (2009). Perspectives on spoken grammar. ELT journal, 63(4), 303-312.
Halliday, M., Matthiessen, C. M., & Matthiessen, C. (2014). An introduction to functional grammar. Routledge.
Hameed, P. F. M., & Aslam, M. S. (2015). Pronunciation as a stumbling Block for the Saudi English learners: An analysis of the problems and some remedies. Theory and practice in language studies, 5(8), 1578.
Harmer, J. (2001). The practice of English language teaching. London/New York.
Hinkel, E. (2018). Descriptive Versus Prescriptive Grammar.
Huffaker, D. A., & Calvert, S. L. (2005). Gender, identity, and language use in teenage blogs. Journal of computer-mediated communication, 10(2), JCMC10211.
James, C., Garrett, P., & Candlin, C. N. (2014). Language awareness in the classroom. Routledge.
Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257.
KSU.edu.sa. (2018). Humanities Colleges | King Saud University. Ksu.edu.sa. Retrieved 9 February 2018, from https://ksu.edu.sa/en/humanities_colleges
Mariani, L. (1992). Language awareness/learning awareness in a communicative approach: A key to learner independence. Perspectives: A Journal of TESOL-Italy, 18 (2).
McCarthy, M., & Carter, R. (2001). Size isn’t everything: spoken English, corpus, and the classroom. Tesol Quarterly, 35(2), 337-340.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. Portraits of the L2 user, 277302.
Quezada-Sarmiento, P. A., Zúñiga, A., Toro, V., Camacho, G., Pinza, E., Benítez, C., … & Morocho, E. (2017, June). Teachers’ factors that influence the english language teaching-learning process in Ecuadorian high schools in the context of e-Education and society. In Information Systems and Technologies (CISTI), 2017 12th Iberian Conference on (pp. 1-7). IEEE.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Svalberg, A. M. (2007). Language awareness and language learning. Language Teaching, 40(4), 287-308.
VanPatten, B. (2015). Input processing in adult SLA. Theories in second language acquisition: An introduction, 113-134
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download