The training of language teachers still follows traditional models of teachers' competences and awareness, focusing solely on the target language. Such models are incompatible with multilingual pedagogy, whereby languages are not taught in isolation, and learners' background languages are activated to enhance the process. When teaching…

Non-linguists' perceptions of language in use are generally considered to be strongly influenced by evaluative factors: attitudes, values and ideology. Such a perspective represents a somewhat biased approach to ordinary people's knowledge about language, which is characteristic of both sociolinguistics and its sub-branch, perceptual dialectology.…

Analyzes positions adopted in S. Borg's "Language Awareness as Methodology" published in this journal in 1994, from the points of view of linguistics and the philosophy of science. The article argues that some attitudes in language awareness are inconsistent with fundamental thinking in linguistics and the philosophy of science. (13…

Describes the workings of one cognitive model for the development of literary knowledge. The model derives from current discussions of the role of conscious processes in language learning. (Author/VWL)

Attempts to validate a psycholinguistic model of language processing. One experiment designed to provide insight into the model is TALK, is a system developed to promote conversational fluency in non-speaking individuals. TALK, designed primarily for people with cerebral palsy and motor neuron disease. Talk is demonstrated to be a viable tool for…

Discusses the importance of language awareness in translation, particularly in the area of translator competence, focusing on the many areas of translation where awareness is a relevant concept and how it has been incorporated into the Priorities-Restrictions (PR) model of translation. (15 references) (MDM)

Examines the ways in which teachers' language awareness affects their pedagogical practice. Considers the relationship between teacher language awareness and pedagogical content knowledge (PCK). Proposes a model in which the second language teacher's language awareness is seen as a sub-component of PCK, forming a bridge between content knowledge…

Argues that awareness of the relationship between language and the sociocultural context in which it occurs is important for students and teachers. The article suggests that everyday, ephemeral texts can be easily collected and categorized according to genre for teaching and cross-cultural comparison. (19 references) (Author/CK)

This study examined 29 second-year undergraduate students of Spanish using a self-access learning environment for the first time, focusing on their language attitudes and learning strategies. The results show that, even as modern languages majors, the students possessed a model of language and strategies for learning that were significantly…

Argues for the use of poetry reading in second language classrooms. Reviews literary and linguistic theories of poetry and synthesizes these theories within a psycholinguistic model of poetry reading, according to which the central aspect of poetry reading is the conscious negotiation of the formal structures of language for comprehension…