Language Awareness and Its Multiple Possibilities for the L2 Classroom

Authors

  • Daphnée Simard PhD,

    1. Université du Québec Montréal
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    • Daphnée Simard (PhD, Université Laval) is Assistant Professor of Second Language Acquisition at Université du Quebéc à Montréal, Quebéc, Canada.

  • Wynne Wong PhD

    1. The Ohio State University
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    • Wynne Wong (PhD, University of Illinois, Urbana-Champaign) is Assistant Professor of French and Second Language Acquisition at The Ohio State University, Columbus, Ohio.


Abstract

Abstract: A movement called Language Awareness has received some attention in L2 acquisition and foreign language pedagogy circles during the past decade. Language Awareness, according to Donmall (1985), refers to “a person's sensitivity to and conscious awareness of the nature of language and its role in human life” (p. 7). The primary goal of this movement is to encourage the development of language awareness among L2 learners in order to enhance L2 learning as well as to foster greater linguistic tolerance and cross-cultural awareness among L2 learners. The purpose of this article is to initiate readers to the Language Awareness movement and to demonstrate how language awareness can he used as a pedagogical tool in the L2 classroom. Sample activities are provided for classroom application.

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