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The document discusses various aspects of language awareness and its importance in communication, emphasizing the need for teaching methods that enhance understanding of language structures and functions. It covers strategies for fostering communicative skills through writing, thematic vocabulary, grammar, and pragmatics, as well as the significance of non-verbal communication and intercultural awareness. Additionally, it highlights the role of critical thinking in the digital age and the integration of various skills in English language teaching.

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Saad Martin
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2 views3 pages

LA3 Summary

The document discusses various aspects of language awareness and its importance in communication, emphasizing the need for teaching methods that enhance understanding of language structures and functions. It covers strategies for fostering communicative skills through writing, thematic vocabulary, grammar, and pragmatics, as well as the significance of non-verbal communication and intercultural awareness. Additionally, it highlights the role of critical thinking in the digital age and the integration of various skills in English language teaching.

Uploaded by

Saad Martin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LANGUAGE AWARENESS 3

●​ Language Awareness: A General Introduction​


It's the conscious understanding of how language works, its structures, functions, and
impact on communication. It involves being mindful of language use to improve
comprehension and expression.
●​ Fostering communicative language awareness through writing tasks​
Using writing assignments to help students observe and understand how language
choices (e.g., word choice, sentence structure) effectively convey meaning in different
communicative situations.
●​ Teaching thematic vocabulary communicatively: Contextualization of voc.
Teaching​
Teaching new words by grouping them around a specific theme and presenting them
within real-life contexts (e.g., dialogues, articles) so students learn their meaning and
appropriate usage.
●​ Teaching grammar communicatively: Accuracy​
Teaching grammar rules with the primary goal of enabling students to use language
correctly and precisely to communicate their intended message clearly and avoid
misunderstandings.
●​ Teaching functions communicatively: Purpose & speech acts​
Teaching language based on its specific communicative purpose (e.g., how to apologize,
make a request, offer advice) and understanding that using language performs actions
("speech acts").
●​ Non-verbal communication across world cultures: Communication barriers &
Strategies​
Understanding that non-verbal cues (gestures, body language, eye contact) vary
culturally, can cause misunderstandings ("barriers"), and require awareness and
adaptation ("strategies") for effective intercultural communication.
●​ Communication tools for students with disabilities: Parents/ school/environment​
Providing special resources and support (e.g., assistive technology, sign language,
accessible materials) to help students with disabilities communicate effectively, involving
families, schools, and the wider community.
●​ Meaningful communicative concept check: teaching approaches​
Checking if students truly understand a new language concept by having them use it in a
practical, communicative way (e.g., explaining it, applying it in a conversation) rather than
just recalling a definition.
●​ Teaching verb tenses communicatively: Deductive & Inductive approaches to
teaching VT​
Deductive: Teaching a verb tense rule first, then practicing it.

Inductive: Providing examples and letting students figure out the rule. Both aim for
students to use tenses correctly to convey meaning.

●​ Critical Thinking/Critical reasoning for students in the era of social media mass
information: school & the workplace​
Teaching students to carefully evaluate information from social media, question its
reliability, identify biases, and form well-reasoned conclusions, a vital skill for academic
success and professional life.
●​ Communicative pragmatics in ELT: Register, discourse analysis, ideology: media,
politics, religion, artistic productions, internet sphere, business​
Understanding how language meaning is influenced by context (pragmatics), how
language changes based on the situation (register), how sentences form coherent
communication (discourse analysis), and how beliefs (ideology) are conveyed in various
societal domains.
●​ Innovative approaches to teaching intercultural communication: language &
Communication​
Using creative and modern methods to teach students how to effectively and respectfully
communicate with people from different cultural backgrounds, recognizing the deep
connection between language and culture.
●​ Communicative core/soft skills for both teachers and learners: formal v.s Informal​
Essential interpersonal and communication abilities (e.g., listening, teamwork, clear
expression) crucial for effective interaction, whether in structured ("formal") settings or
relaxed ("informal") ones.
●​ Fostering interpersonal communication through effective classroom activities:
formal v.s informal​
Designing classroom tasks that encourage students to interact, collaborate, and build
relationships, practicing communication in both structured ("formal") and casual
("informal") settings.
●​ Fostering students’ autonomy through self-evaluation: cognitive phenomena in
communication​
Empowering students to independently assess their own communication skills and
learning progress, involving an understanding of their own thinking processes (cognitive
phenomena) in communication.
●​ Integrating the four skills in ELT classrooms: oral & written material​
Combining listening, speaking, reading, and writing activities in lessons, as these skills are
used together in real communication, using both spoken and written materials for
practice.
●​ Assessing communicative approaches to ELT in Moroccan English textbooks​
Evaluating how effectively Moroccan English textbooks promote and support students'
ability to use English for real-world communication, rather than just focusing on isolated
grammar rules.
●​ Assessing intercultural education in training programmes​
Evaluating how well educational or training programs prepare individuals to understand,
interact respectfully, and communicate effectively with people from diverse cultural
backgrounds.
●​ Should we teach the culture of L2? Language & identity​
Discussing whether language teaching should include learning the target language's
culture and exploring how this might influence a learner's personal identity.
●​ Teaching in a multilingual context: the place of communication?​
Addressing how to effectively teach language in classrooms where students speak
multiple languages, ensuring that practical communication remains central to the
learning process.
●​ Language awareness within the context of changing perspectives on grammar
pedagogy​
Understanding how the concept of language awareness is evolving as grammar teaching
shifts from rote rules to more communicative, contextual, and meaning-focused
approaches.

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