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Consciousness-raising and Universal Grammar

Consciousness-raising and Universal Grammar Consciousness-raising and Universal Grammar WILLIAM E. RUTHERFORD MICHAEL SHARWOOD SMITH University of Southern California Rijksuniversiteit, Utrecht In this paper we will examine the role of consciousness-raising (C-R) in the acquisi- tion of grammatical structure. By 'consciousness-raising' we mean the deliberate attempt to draw the learner's attention specifically to the formal properties of the target language. We will, in particular, question a current assumption that formal grammar has a minimal or even non-existent role to play in language pedagogy and that theoretical linguistics has virtually nothing to contribute to what goes on in the classroom. We will in fact sketch out what the nature of such a contribution might be. If there is one thing taken for granted today in language teaching methodology, it would seem to be that teachers should give pre-eminence to creating an environ- ment in the classroom which approximates to the 'real-life' communicative use of language. Teachers have been encouraged for some time to discard textbooks which draw attention to the grammatical forms of the target language, such attention being excluded ostensibly for its 'non-naturalistic' character—i.e. because it is atypical of so-called normal everyday spontaneous language behaviour. In one quite well-known approach, for example, teaching materials http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Oxford University Press

Consciousness-raising and Universal Grammar

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Publisher
Oxford University Press
Copyright
© Oxford University Press
ISSN
0142-6001
eISSN
1477-450X
DOI
10.1093/applin/6.3.274
Publisher site
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Abstract

Consciousness-raising and Universal Grammar WILLIAM E. RUTHERFORD MICHAEL SHARWOOD SMITH University of Southern California Rijksuniversiteit, Utrecht In this paper we will examine the role of consciousness-raising (C-R) in the acquisi- tion of grammatical structure. By 'consciousness-raising' we mean the deliberate attempt to draw the learner's attention specifically to the formal properties of the target language. We will, in particular, question a current assumption that formal grammar has a minimal or even non-existent role to play in language pedagogy and that theoretical linguistics has virtually nothing to contribute to what goes on in the classroom. We will in fact sketch out what the nature of such a contribution might be. If there is one thing taken for granted today in language teaching methodology, it would seem to be that teachers should give pre-eminence to creating an environ- ment in the classroom which approximates to the 'real-life' communicative use of language. Teachers have been encouraged for some time to discard textbooks which draw attention to the grammatical forms of the target language, such attention being excluded ostensibly for its 'non-naturalistic' character—i.e. because it is atypical of so-called normal everyday spontaneous language behaviour. In one quite well-known approach, for example, teaching materials

Journal

Applied Linguistics – Oxford University Press

Published: Jan 1, 1985

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