Book contents
- Frontmatter
- Contents
- Przedmowa
- Curriculum Vitae Janiny Anieli Ozgi
- Wspominając
- W kręgu literatury, języka i dalej…
- „Słowa, słowa, słowa…” O monologach Szekspirowskich
- Fortinbras's Poland
- Mourner in the Forest of Arden. On Czesław Miłosz's Translation of “As You Like It”
- Faith, Doubt and Despair in William Cowper's Selected Poetry and Prose
- “Crimes That Delight Us”: Peter Ackroyd's Dan Leno and the Limehouse Golem
- Application of Relevance Theory to L2 Classroom Interaction Analysis
- On Reading and Writing
- Consciousness of Contrast in Input Enhancement: A Case for Contextualised Re-translation as a C-R Technique
- The Role of Phonological Mediation in Word Recognition in Reading
Consciousness of Contrast in Input Enhancement: A Case for Contextualised Re-translation as a C-R Technique
from W kręgu literatury, języka i dalej…
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Przedmowa
- Curriculum Vitae Janiny Anieli Ozgi
- Wspominając
- W kręgu literatury, języka i dalej…
- „Słowa, słowa, słowa…” O monologach Szekspirowskich
- Fortinbras's Poland
- Mourner in the Forest of Arden. On Czesław Miłosz's Translation of “As You Like It”
- Faith, Doubt and Despair in William Cowper's Selected Poetry and Prose
- “Crimes That Delight Us”: Peter Ackroyd's Dan Leno and the Limehouse Golem
- Application of Relevance Theory to L2 Classroom Interaction Analysis
- On Reading and Writing
- Consciousness of Contrast in Input Enhancement: A Case for Contextualised Re-translation as a C-R Technique
- The Role of Phonological Mediation in Word Recognition in Reading
Summary
Introduction
Views on the role of explicit instruction in the acquisition of implicit knowledge, often taken to be the goal and product of L2 teaching and learning, continue to be a contentious issue in L2 methodology (cf. Pawlak 2006). As implicit knowledge of L2 correlates with fluent language proficiency, approaches advocating rich input and “learning by doing” have been favoured as the basis for developing L2 competence. However, as the critics of the structural and audiolingual methods noticed already in the 1960s, such methods teach “speech, not language” (N. Ellis 1994: 37). Generally speaking, approaches that depart from the teaching of metalinguistic rules, which often overemphasise the quantity of output at the expense of its quality, produce fluent speakers whose language may be riddled with lexical and grammatical mistakes. As Ammar and Spada (2006: 544) have observed:
although L2 learners in communicative classrooms attain relatively high levels of comprehension ability and, to some extent, fluency in oral production, they continue to experience difficulties with accuracy, particularly with respect to morphology and syntax.
The downplaying of the role of explicit instruction (and explicit learning) brings in its wake a downplaying of grammatical competence in general and accuracy of expression in particular. This is especially worrying from the point of view of long-term L2 development: gaps in language competence of relatively advanced language learners are particularly difficult to eliminate as they tend to stabilise.
- Type
- Chapter
- Information
- Beyond Sounds and WordsVolume in Honour of Janina Aniela Ozga, pp. 129 - 152Publisher: Jagiellonian University PressPrint publication year: 2011