peter grundy
TRANSCRIPT
Peter Grundy Durham University <[email protected]>
One of the most
dispiriting areas in the
study of language?
You don’t say! You’ll be asking
for a rethink next!
Language awareness is a person’s sensitivity to
and conscious awareness of the nature of
language and its role in human life (UK National Council for Language in
Education Working Party on Language Awareness,
1985)
Does ‘conscious awareness’
imply that that there could be non-conscious
awareness?
Language awareness can be defined as explicit
knowledge about language, and conscious
perception and sensitivity in language learning,
language teaching and language use.(Association of Language Awareness, 1992-)
Only explicit knowledge?
Does this mean just declarative
knowledge then?
Language awareness refers to the development
in learners of an enhanced c0nsciousness of
and sensitivity to the forms and functions of
language.(Ron Carter, ELTJournal 57/1, 2003)
Still unclear: is
awareness necessarily conscious?
Language Awareness is a mental attribute
which develops through paying motivated
attention to language in use, and which enables
language learners to gradually gain insight into
how languages work.(Brian Tomlinson, ELTJournal 57/3, 2003)
Eh?
The first three
definitions use the
term ‘conscious
’ / ‘consciousness’ but
don’t draw
attention to the
methodological
problem posed by the study
of conscious
ness
Exactly, Professor Egghead!
You imply, if I understan
d you correctly, we may not be
aware of our own awarenes
s!
Language awareness as a set of beliefs about language
Teacher language awareness
• Teacher preparation• How teachers manage learner language issues• NESTs and non-NESTs
Pedagogic issues
• Deficit oriented teaching• Teaching oriented to enhanced awareness of selected regular or irregular target language features• A language awareness syllabus: explicit teaching → declarative knowledge vs an inductive approach → procedural knowledge• Critical language awareness
Language awareness and SLA
• The role of apperception / noticing in SLA - awareness distinguished from understanding• Salience and language awareness: frequency, markedness, affect, etc. • Degrees of salience
Language awareness and levels
• Form: syntax, morphology, phonetics, phonology• Meaning: semantics• Function: pragmatics• Code, especially in bi- multi- and plurilingual contexts
• Affective as well as cognitive
Forgive me, Dr
Brainbox, but there seems to be a lot going on here, so why did you say that this is one of the most
dispiriting areas in
the study of
language ?
For a start,
because it’s
virtually unknown for the
literature in this area to provide
any linguistic evidence
of the phenome
non
Evidence, awareness and consciousness
?
I suppose you might find the evidence
you’re looking
for if you studied
pragmatic, and
particularly
metapragmatic,
phenomena?
Precisely! But
pragmatics is rarely mentioned in the
language awarenes
s literature , and then
only superficially. Let me show you!
Teacher Language AwarenessStephen AndrewsCUP 2007pp.232
No mention of pragmatics
Language awareness and language learningAgneta SvalbergLanguage Teaching 40, 287-308, 2007ca.15,000 words
Pragmatics mentioned in four places - 1
p.289: Pragmatic competence, for example, would require some awareness to be focused both on forms as such, and their function meanings in the social contexts in which they occur (Schmidt 1993).
Language awareness and language learningAgneta SvalbergLanguage Teaching 40, 287-308, 2007ca.15,000 words
Pragmatics mentioned in four places - 2
p.295: For teachers to make informed choices regarding the teaching/learning of pragmatics, Kasper (1997) suggests that they need to be aware not only of native speakers’ use of language but also of the pragmatics of the classroom, including cross-cultural issues.. In Brazil, a brief course on pragmatics failed to produce a change in teachers’ classroom practices (Lana Chavez de Castro 2005) possibly because pragmatics had not been discussed in relation to naturally occurring classroom situations.
Language awareness and language learningAgneta SvalbergLanguage Teaching 40, 287-308, 2007ca.15,000 words
Pragmatics mentioned in four places - 3
p.298: Hinkel (1999) addresses culture in classroom interaction, its effect on writing and acquisition of pragmatic competence, and in relation to teaching materials.
Language awareness and language learningAgneta SvalbergLanguage Teaching 40, 287-308, 2007ca.15,000 words
Pragmatics mentioned in four places - 4
p.300: Being bilingual, Jessner asserts, has cognitive effects in itself such as enhanced metalinguistic awareness and an enhanced multilingual capacity to monitor, and it positively affects divergent and creative thinking, pragmatic competence, communicative sensitivity and translation skills.
Ten questions aboutlanguage awarenessRod Bolitho, Ronald Carter,Rebecca Hughes, Roz Ivanič,Hitomi Masuhara and Brian TomlinsonELTJournal 57/3, 251-9, 2003
One mention of pragmatics
p.253The relatively new disciplines of discourse analysis, pragmatics, and, especially, corpus linguistics are pushing back existing frontiers and compelling new descriptions of language.
Language awarenessRon CarterELTJournal 57/1, 64-5, 2003Key Concept
No mention of pragmatics
Gosh! Yes, Dr
Brainbox, how
depressing for
pragmaticians like us! We
really do need a
rethink!
And especially
when there are
lots of insightful
things about
consciousness
written by pragmatic
ians!
At the implicit end of the scale we find metapragmatic indexicality ... It is here that
one may situate .. ‘contextualization cues’, the
linguistic means (often prosodic) that speakers use (usually with a very low
degree of awareness) to signal how (forms occurring in)
utterances are to be appropriately
interpreted.Notes on the role of metapragmatic (p.442)awareness in language useJef VerschuerenPragmatics 10/4, 439-56, 2000
A
not everything that happens in linguistic behavior occupies the same place in
consciousness.(p.443)
Notes on the role of metapragmatic awareness in language useJef VerschuerenPragmatics 10/4, 439-56, 2000
A
speakers’ awareness of pragmatic phenomena
does not have to match the linguist’s metapragmatic descriptions.
(p.443)
Notes on the role of metapragmatic awareness in language useJef VerschuerenPragmatics 10/4, 439-56, 2000
A
So, if I’ve understoo
d correctly, speakers
know what
they’re doing
when they use
language, but they
don’t necessaril
y know this at the
level of conscious awareness
?
Got it in one,
Egghead! And
there’s a reason
why too:
The linguistic ideology of the native speaker .. highlights awareness of the referential
function of language while hindering awareness of the indexical function.
(p.468)
Pragmatic s in the late twentiethcentury: countering recenthistoriographic neglectJon PressmanPragmatics 4/4, 461-89, 1994
A
So we’re programmed to be aware of
literal meaning
(the referential function)..
..but not of how we signal our awarenes
s (the indexical function)
But this doesn’t
mean we don’t know what we’re
doing – right?
Absolutely,
Egghead! Time for
evidence, I think.
(1) Receptionist: So you haven’t
had your letter PG: I haven’t had a
letter
(2) JH: Was Zain a good student
PG: Exceptional – take that as
you will
Metalinguistic evidence
(1) Bob Monkhouse: Everybody
laughed when I first said I
wanted to be a comedian.
Well they’re not laughing now
are they
(2) I’ll say that again
Metapragmatic evidence
(1) Receptionist: So you haven’t
had your letter PG: I haven’t had a
letter
(2) P: .hh Bonsai are cool yone
J: Yes, they are cool yo=
P: = Actually I’m a bit interested in bonsai
too and J: Oh shall I give you
some
(Saigo, 2011)
Metasequential evidence
G = Grace, a Chinese student living with a
British host-family.L = Les, the husband of the host-
motherM = Les’s mother
M: but that’s just to let them know I’m still here
(.) you see when I whinge <laughs>
G: ah whinge what’s that mean (.) whinge
M: when I umm er erL: complaining all the time
M: nice today(1.5) G: nya (1.0) ah [wha- ]M: [I went] for a ten
mile walkG: ah (..) a ten mile walkM: <laughs>G: so the doctor told you you have to
(.) on diet
M: um (1.0) and I didn’t have any bust very much you
knowG: <laughs>M: flat(0.5)G: me too [<laughs> ]M: [and I worked] (2.0) one placeG: ye[s]M: and they used to say (.) oh here she
comes (.) two fried eggs [<laughs> ]G: [two flastic]M: that’s because I had no bust [<laughs>
]G: [oh
(..) I have no too]M: <laughs> so you see I was slim then
M: nice today(1.5) G: nya (1.0) ah [wha- ]M: [I went] for a ten mile
walkG: ah (..) a ten mile walkM: <laughs>G: so the doctor told you you have to (.)
on diet(0.5)M: I’ve got to slimG: ah-hM: ‘ve got to lose some weight
M: um (1.0) and I didn’t have any bust very much you
knowG: <laughs>M: flat(0.5)G: me too [<laughs> ]M: [and I worked] (2.0) one placeG: ye[s]M: and they used to say (.) oh here she
comes (.) two fried eggs [<laughs> ]G: [two flastic]M: that’s because I had no bust [<laughs>
]G: [oh
(..) I have no too]M: <laughs> so you see I was slim then
M: ha when I go [up there] <pointing upwards>
L: [you’ll ] still be whingeing on
M: <laughs>G: sorryL: she will still whingeM: <laughs>(3.0)M: but that’s just to let them know I’m
still here (.) you see when I whinge <laughs>G: ah whinge what’s that mean (.)
whingeM: when I umm er erL: complaining all the time
If G, L and M weren’t aware of what they were doing, they wouldn’t be able to hold this conversation
We shouldn’t think of language awareness only as conscious
Evidence of awareness takes the form of procedural skill as well as declarative knowledge
NNSs show the same control of the meta-functions of language as NSs
Teacher language awareness
• As teachers, we need to develop awareness of the metapragmatic and metasequential nature of language and add this to our existing metalinguistic knowledge• This is an issue in initial teacher preparation• Our awareness will be relevant for the way we respond to language learner language
Pedagogic issues
• Deficit oriented teaching might be applied in situations where an unintended pragmatic effect occurs• Pragmatic and sequential procedural knowledge is unlikely to result from explicit focus-on-function teaching except in a small number of metasequential areas and in areas of formulaic pragmalinguistics
Language awareness and SLA
• Because we are more likely to be consciously aware of pragmatic effect and the forms that bring it about in one-on-one and small group face-to-face encounters, applied linguists who argue for the role of output in SLA should also give prominence to the role of pragmatic phenomena in SLA
Language awareness and levels
• The ‘levels’ approach to language study and linguistic description doesn’t sit well with the view of metapragmatics as a dimension (rather than as a set of discrete phenomena such as discourse markers, etc.)• The ’dimension’ view of language helps us to understand how all uses of language are ideological (which will please the critical language awareness lobby)
Evidence, awareness and consciousness
At last, thanks to pragmatic
s, evidence
of language awarenes
s!
Thank you for inviting me to your Conference
(And thank you for listening to these two bores)
A
Here’s a thought
Brainbox. The word
‘awareness’ itself implies…
I know what you’re
going to say,
Egghead – “the word
‘awareness’ itself
implies that you
have meta-knowledge!
”