Applying Consciousness-Raising Method to a Writing Class

C-R （Consciousness-Raising） has been around for some years, and while studies on the effectiveness of C-R have mainly focused on the learning of grammatical features, more attention needs to be paid to the mastery of other language areas. The present study is a small-scale research that explores the impact of C-R technique on the learning of some elements of written business communication. Several intermediate EFL （English as a Foreign Language） learners were exposed to models of good business letters and instructed to notice three elements, namely, the rhetorical moves, the grammatical patterns, and the expressions. Afterwards, they were assigned to write letters on their own. Their mistakes were counted and analyzed for the kinds of mistakes in each of the elements above. The result shows that they did very well in arranging the ideas in correct rhetorical moves but made much more mistakes on grammatical features and appropriateness of expressions. The explanation offered to account for this finding concerns the learners＇ allocation of cognitive capacity to different demands of task complexity. The more complex the task, such as writing in correct grammar or writing appropriate expressions, the less they devote their attention and effort to language formal features. A suggestion concerning focus-on-form activities is then offered to teachers

高职高专非英语专业教学中consciousness-raising教学法的应用分析

语法一直是学习外语的一个重要问题。长期以来人们对语法的作用说法不一,有人认为语法对于学习一门外语的影响不大,但也有人认为语法在学习外语过程中起着很重要的作用,特别是在语言知识的理解与掌握方面。进入21世纪以来,随着社会经济的高速发展,无论是国家还是个人对于教育都投入了更多的目光,尤其是在高职高专非英语专业的教学过程中,尽管方法不尽相同,各种各样,但相比较传统模式而言,consciousness-raising教学法的使用,往往有着更加突出的效果,文章主要对于这一教学方法从多方面进行分析,寻找更多借鉴意义。

Grammar Consciousness-Raising Tasks and Intermediate Learners＇ Achievement and Perceptions

While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners＇ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to： （I） test the alleged superiority of GCRTs in grammar instruction and （2） explore learners＇ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners＇ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners＇ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs＇ potential to： （1） facilitate the internalization of grammar and （2） involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.

Brief Discussion on Critical Writing and Consciousness-raising Activities for Chinese Students

Current literature has shown support to the combination of Consciousness-raising activity and teacher fronted teaching pedagogy.However,certain contextual analyze was absent in identify the problem in target classroom.In current L2 writing class,there is prevailing problem among Chinese students in acquiring'critical learning'.In this article,the writer tries to find the cause of this problem from students' language input in traditional ESL grammar class,and to identify the cause to problematic critical writing among the target group.The analyze of the problem and the cause of lacking critical consciousness lead to possible solution of applying consciousness raising tasks in traditional writing class in China.

A Critical Review of Nita R.and Gardner S.’Consciousness - raising and Practice in ELT Coursebooks’ in ELT Journal,Volume 59/1 January 2005,PP 3-13

The paper shows the main structure and idea of the essay published in ELT Journal,and furthermore,points out the three advantages and six disadvantages as well.The paper also explores the method of English grammar learning and teaching by analysing the role of ’Consciousness-raising and Practice’,which is of specific significance in China.