Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains
Abstract
This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners’ task‐based interactions, thus developing Swain's idea of ‘tailor‐made’ tests. In fact, this research not only shows that consciousness‐raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny.
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Students, including those of the same L2 proficiency, can and do learn from one another when working in pairs or small groups.
“Moreover, contra Bruton, students, including those of the same L2 proficiency, can and do learn from one another when working in pairs or small groups (Eckerth, 2008;Swain, Brooks, & Tocalli-Beller, 2002).”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Eckerth, 2008
There is little empirical support for the idea that learners reinforce one another's incorrect L2 assumptions.
“Less than 1% led to non-target-like revisions of originally correct learner hypotheses, meaning that there was little empirical support for the idea that learners reinforce one another's incorrect L2 assumptions.”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Eckerth, 2008
In 38% of cases, non-target-like hypotheses were replaced by L2-conforming representations and integrated into the learners' interlanguage grammars, with the majority of such changes traceable to learning opportunities arising from task-based interactions.
“in 38% of cases, non-target-like hypotheses were replaced by L2-conforming representations and integrated into the learners' interlanguage grammars, as reflected in the medium-term posttest, with the majority of such changes traceable to learning opportunities arising from the task-based interactions.”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Eckerth, 2008
In 22% of cases, neither learner possessed the relevant L2 knowledge at the outset, yet the collaborative dialogue led to learning gains after task completion.
“In 22% of cases, neither learner possessed the relevant L2 knowledge at the outset, yet the collaborative dialogue led to learning gains after task completion.”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Eckerth, 2008
Cites
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AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
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INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING
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Consciousness-Raising and the Second Language Learner
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Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · see citing works
In Defense of Tasks and TBLT: Nonissues and Real Issues
Long, M. H. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000057 · Cited by 359 · see citing works
- Authors
- Eckerth, J.
- Affiliations
- King's College London (GB)
- Corresponding author
- Eckerth, Johannes
- Venue
- International Journal of Applied Linguistics
- Publisher
- Wiley
- Published
- 2008-07
- Volume
- 18
- Issue
- 2
- Pages
- 119-145
- ISSN
- 0802-6106 (ISSN-L)
- 1473-4192
- OpenAlex
- W2002498344
- Cited by
- 53
- References
- 14
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1 · 2023: 4 · 2022: 5 · 2021: 2 · 2020: 5 · 2019: 4 · 2018: 5 · 2017: 1 · 2016: 3 · 2015: 3 · 2014: 2 · 2013: 2 · 2012: 4
- FWCI
- 29.86
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Applied Linguistics (publishedVersion)
- Funders
- Kashan University of Medical Sciences
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- consciousness-raising tasks, second language acquisition, explicit knowledge, dyadic interaction, cooperative learning, task-based language learning, learning gains, implicit learning
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