File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Sociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction

TitleSociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction
Authors
KeywordsForm-focused instructional discourse
Sociocultural perspectives
Teaching language awareness
Issue Date2010
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/linged
Citation
Linguistics And Education, 2010, v. 21 n. 1, p. 29-43 How to Cite?
AbstractA teacher's language awareness (TLA) is generally believed to have a significant impact on grammar or form-focused (FonF) instruction. TLA has traditionally been assumed to be a cognitive construct. A more recent view on TLA argues for its sociocultural significance in second language learning. This paper builds on this recent view and attempts to illuminate the need to incorporate sociocultural perspectives on TLA in FonF instruction. Through a micro-analysis of four naturally occurring FonF instructional episodes from a Hong Kong EFL classroom, we identify problems with the teacher's form-focused instructional discourse and discuss how these problems may have revealed the teacher's lack of awareness of the sociocultural nature of form-meaning connections, the role of learners' previous embodied experiences as meaning-makers, and of the need to establish intersubjective understanding with the learners about the multiple texts and contexts that the learners might be drawing on in the meaning-making process. Implications will be drawn with a view to facilitating EFL teachers' form-focused instructional discourse. © 2009 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/123946
ISSN
2015 Impact Factor: 0.077
2015 SCImago Journal Rankings: 0.669
References

 

DC FieldValueLanguage
dc.contributor.authorLuk, JCMen_HK
dc.contributor.authorWong, RMHen_HK
dc.date.accessioned2010-10-12T03:51:01Z-
dc.date.available2010-10-12T03:51:01Z-
dc.date.issued2010en_HK
dc.identifier.citationLinguistics And Education, 2010, v. 21 n. 1, p. 29-43en_HK
dc.identifier.issn0898-5898en_HK
dc.identifier.urihttp://hdl.handle.net/10722/123946-
dc.description.abstractA teacher's language awareness (TLA) is generally believed to have a significant impact on grammar or form-focused (FonF) instruction. TLA has traditionally been assumed to be a cognitive construct. A more recent view on TLA argues for its sociocultural significance in second language learning. This paper builds on this recent view and attempts to illuminate the need to incorporate sociocultural perspectives on TLA in FonF instruction. Through a micro-analysis of four naturally occurring FonF instructional episodes from a Hong Kong EFL classroom, we identify problems with the teacher's form-focused instructional discourse and discuss how these problems may have revealed the teacher's lack of awareness of the sociocultural nature of form-meaning connections, the role of learners' previous embodied experiences as meaning-makers, and of the need to establish intersubjective understanding with the learners about the multiple texts and contexts that the learners might be drawing on in the meaning-making process. Implications will be drawn with a view to facilitating EFL teachers' form-focused instructional discourse. © 2009 Elsevier Inc. All rights reserved.en_HK
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lingeden_HK
dc.relation.ispartofLinguistics and Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectForm-focused instructional discourseen_HK
dc.subjectSociocultural perspectivesen_HK
dc.subjectTeaching language awarenessen_HK
dc.titleSociocultural perspectives on teacher language awareness in form-focused EFL classroom instructionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0898-5898&volume=21&issue=1&spage=29&epage=43&date=2010&atitle=Sociocultural+perspectives+on+teacher+language+awareness+in+form-focused+EFL+classroom+instruction-
dc.identifier.emailLuk, JCM: lukcmj@hkucc.hku.hken_HK
dc.identifier.authorityLuk, JCM=rp00931en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.linged.2009.12.001en_HK
dc.identifier.scopuseid_2-s2.0-77649193338en_HK
dc.identifier.hkuros171865-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77649193338&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume21en_HK
dc.identifier.issue1en_HK
dc.identifier.spage29en_HK
dc.identifier.epage43en_HK
dc.identifier.eissn1873-1864-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLuk, JCM=7006777792en_HK
dc.identifier.scopusauthoridWong, RMH=35098016500en_HK
dc.identifier.citeulike6479193-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats