Corroborating the role of L1 awareness in FL pedagogy


Underlying the mainstream of current SLA research is the Ansatz that some level of attention to the formal aspects of language is necessary for acquisition to take place. It is self-evident and commonsensical that focusing on specific linguistic aspects helps the learner to acquire and internalise them. Numerous recent studies investigated the complex relationships between the role of cognitive processes (consciousness, attention, awareness, detection…) and the process of language learning, and there is nearly global consensus among researchers that some de-gree of attention to problematic aspects of the input seems be essential for understanding and learning to occur. At the same time, learning invariably proceeds by relating new facts to the already familiar (which is why we learn in terms of proto-types). This is particularly vital in the process of foreign language learning (FLL). In this context the familiar is, of course, the student’s mother tongue (L1). It is therefore incumbent that this resource be ac

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