Designing Consciousness-Raising Tasks for an Economics English Course  

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Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 3 no. 1 (2007), page 22-36.
Fulltext: Untitled3.pdf (329.53KB)

Isi artikel

A confusing trend in the field of second language acquisition (SLA) is the importing and applying of fashionable scientific jargon, which, in the course of being cited, seems to lose any definite meaning it may once have had. Rutherford (1987) mentions one such term, “consciousness-raising” (C-R): “The history of consciousness-raising in language pedagogy is…as long as the history of the field itself. Moreover, … C-R does not necessarily mean the same thing for different researchers and practitioners.” (p.100) This paper retraces the steps of this teacher researcher applying C-R theory to teaching English to Economics Majors in Japan. It sketches the literature for links between theoretical C-R and teacher beliefs on four fundamentals in learning: ownership, responsibility, autonomy and empowerment. Having established a conceptual framework of C-R, a case study is presented of two C-R activities designed to: a) motivate fluent English learners to approach an Economics field in the language by sensitizing them to collocation, and b) help students voice an opinion on Economics topics in a business-like discussion by sensitizing them to modal patterns of agreement. Finally, analyzing student feedback, the four-point fundamental framework (ownership, responsibility, autonomy, and empowerment) serves to evaluate how far C- R activities were profitable to students in meeting learning goals .

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