Skip to main content
    • Aa
    • Aa
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 4
  • Cited by
    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Ahn, So-Yeon 2016. Exploring language awareness through students' engagement in language play. Language Awareness, Vol. 25, Issue. 1-2, p. 40.

    Kearney, Erin and Barbour, Amanda 2015. Embracing, contesting and negotiating new languages: Young children's early socialization into foreign language learning. Linguistics and Education, Vol. 31, p. 159.

    Kearney, Erin and Ahn, So-Yeon 2014. Preschool world language learners’ engagement with language: what are the possibilities?. Language Awareness, Vol. 23, Issue. 4, p. 319.

    Kubanyiova, Magdalena 2014. The Encyclopedia of Applied Linguistics.


Language Awareness in language learning and teaching: A research agenda

  • Agneta M.-L. Svalberg (a1)
  • DOI:
  • Published online: 15 June 2012

Following on from my state-of-the-art article on Language Awareness and language learning (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of language awareness (LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’. The overall argument is that research is needed into how LA is constructed by language learners and teachers through engagement with language (Svalberg 2007; 2009). I will sometimes refer specifically to awareness of grammar (form-meaning) but hope the paper will stimulate ideas for research into other LA aspects of language learning and teaching. The absence of other issues and areas (such as LA and multilingualism, intercultural LA, critical LA, LA and language policy) is a function of the personal nature of the paper and the limitations of space.

Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

S. Andrews (1997). Metalinguistic awareness and teacher explanation. Language Awareness 6.2–3, 147161.

S. Andrews (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness 10.2–3, 7590.

S. Andrews (2003). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness 12.2, 8195.

S. Andrews (2006). The evolution of teachers’ language awareness. Language Awareness 15.1, 119.

E. N. Ariza (2002). Resurrecting ‘old’ language learning methods to reduce anxiety for new language learners: Community language learning to the rescue. Bilingual Research Journal 26.3, 717728.

B. Barron (2003). When smart groups fail. The Journal of the Learning Sciences 12.3, 307359.

N. Bartels (ed.) (2005). Applied linguistics and language teacher education. New York: Springer.

S. Borg (1994). Language awareness as a methodology: Implications for teachers and teacher training. Language Awareness 3.2, 6171.

S. Borg (2003a). Teacher cognition in grammar teaching: A literature review. Language Awareness 12.2, 96108.

S. Borg & A. Burns (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics 29.3, 456482.

L. Brown (2008). Language and anxiety: An ethnographic study of international postgraduate students. Evaluation & Research in Education 21.2, 7595.

W. Cajkler & J. Hislam (2002). Trainee teachers’ grammatical knowledge: The tension between public expectations and individual competence. Language Awareness 11.3, 161177.

J. Eckerth (2008). Investigating consciousness raising tasks: Pedagogically targeted and non-targeted learning gains. International Journal of Applied Linguistics 18.2, 119145.

J. D. Ewald (2007). Foreign language learning anxiety in upper-level classes: Involving students as researchers. Foreign Language Annals 40.1, 122142.

A. Fortune (2005). Learners’ use of metalanguage in collaborative form-focused output tasks. Language Awareness 14.1, 2138.

C. J. Kramsch (1985). Interaction processes in group work. TESOL Quarterly 19.4, 796800.

B. Kumaravadivelu (2006a). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly 40.1, 5981.

D. Larsen-Freeman (1997). Chaos/complexity science and second language acquisition. Applied Linguistics 18.2, 141162.

S. Lee (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning 57.1, 87118.

S. Lee & H. Huang (2008). Visual input enhancement and grammar learning. A meta-analytic review. Studies in Second Language Acquisition 30, 307331.

C. Lockhardt & P. Ng (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning 45, 605655.

P. D. MacIntyre & R. C. Gardner (1991a). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning 41, 513534.

P. D. MacIntyre & R. C. Gardner (1991b). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning 41, 85117.

P. D. MacIntyre & R. C. Gardner (1994).The subtle effects of language anxiety on cognitive processing in the second language. Language Learning 44, 283305.

B. Mullock (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal 90.1, 4866.

R. W. Schmidt (1990). The role of consciousness in second language learning. Applied Linguistics 11.2, 129158.

R. A. Schultz (2001). Cultural differences in student and teacher perceptions concerning the role of grammar teaching and corrective feedback: USA-Colombia. The Modern Language Journal 85, 244258.

D. Simard (2009). Differential effects of textual enhancement formats on intake. System 37, 124135.

G. Spielmann & M. L. Radnofsky (2001). Learning language under tension: New directions from a qualitative study. The Modern Language Journal 85.2, 259278.

A. M.-L. Svalberg (2005). Consciousness raising activities in some Lebanese English language classrooms: Teacher perceptions and learner engagement. Language Awareness 14.2–3, 170190.

A. M.-L. Svalberg (2009). Engagement with language: Developing a construct. Language Awareness 18.3–4, 242258.

M. Swain , S. Lapkin , I. Knouzi , W. Suzuki & L. Brooks (2009). Languaging: University students learn the grammatical concepts in French. The Modern Language Journal 93, 529.

M. Takimoto (2006). The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System 34, 601604.

A. Tocalli-Beller (2003). Cognitive conflict, disagreement and repetition in collaborative groups: Affective and social dimensions from an insider's perspective. Canadian Modern Language Review 60.2, 143172.

A. Tocalli-Beller & M. Swain (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics 15.1, 528.

L van Lier . (2004). The ecology and semiotics of language learning: A sociocultural perspective. Amsterdam: Kluwer Academic.

L. van Lier & D. Corson (eds.) (1997). Encyclopedia of language and education, vol. 6: Knowledge about language. Amsterdam: Kluwer.

J. Williamson & F. Hardman (1995). Time for refilling the bath? A study of primary student-teachers’ grammatical knowledge. Language and Education 9, 117134.

T. Wright (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax & G. Ferguson (eds.), Language in language teacher education. Philadelphia, PA: John Benjamins, 113130.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *