The Role Of Learners' Consciousness In SLA In Classroom Setting

Second language acquisition can occur in two different settings, natural setting and classroom setting. It is believed that in the natural setting, learners acquire a second language naturally and subconsciously, and such learning is called as second language acquisition; while in the classroom setting, learners learn the second language consciously, and such learning is called as second language learning. This paper discusses the learning of a second language in classroom setting, with the role of learners' consciousness in the process of learning being the topic. Though second language acquisition and second language learning are different terms, they are used interchangeably in this paper to mean the same process of learning a second language.Chapter one states the two settings for second language acquisition and the features of second language learning in classroom setting. Two Settings for Second Language Acquisition . When it comes to the acquisition of a second language, in Krashen's view, acquisition is the subconscious internalization of L2 knowledge that occurs through using the L2 naturally and spontaneously and it occurs in natural setting. Learning is the conscious study of a L2 that results in knowledge about the rules of the language, and it occurs in classroom setting. Compared with natural setting of SLA, classroom setting has its own characteristics. It is a specifically designed learning environment, and classroom instruction is a kind of carefully planned and systematically organized activity. Possessing Consciousness—a Key Feature of Learners in Classroom Setting The learners in the classroom are mainly adolescents and adults, and from the perspective of cognitive development, such learners possess a strong meta-awareness and are likely to learn a second language consciously. Therefore, cultivating the role of the learners' consciousness may contribute to the improvement of the efficiency and success of SLA.Chapter two discusses the role of input and output in second language acquisition and learners' consciousness in input and output.The Stages of Information Processing In SLA From the psycholinguistic perspective, there are three stages of information processing in SLA: input, central processing and output. The central processing is reflected by two memory systems: working memory and long-term memory. Input is processed in the working memory and part of it is internalized and stored in long-term memory. The internalized knowledge, also called the intake, is produced in the written or oral output.The Role of Input in Second Language Acquisition It is self-evident that input plays a vital role in SLA. Without meaningful and comprehensible input, the acquisition could hardly occur. In classroom setting, the input can be of two types: oral input, which is in the form of Teacher Talk, and written input, which is mainly in the form of the learning materials selected by the teacher. In the second language classroom, the teacher can adjust and modify his or her input to optimal learning.Learners' Consciousness as Noticing in Input The role of learners' consciousness should be played in the whole process of SLA. At the input stage, learners' consciousness as noticing should be fully exerted. The Role of Output in Second Language Acquisition Swain argues that Krashen's input hypothesis fails to recognize the importance of comprehensible output. Just like input, output of a second language can also be in two forms—oral output and written output, and oral output is the object of this paper. Besides, Harmer distinguishes practice output from communicative output. The training purpose of the former is the practice of a certain form and then accuracy is the evaluation criterion. That of the latter is to have effective communication, therefore the focus of attention is the meaning of the language. The output is important in that it can help to generate better input, lead the learners' attention to the form of the language, develop automaticity and so on. Me...