Consciousness Raising-based Grammar Teaching: Empowering Learner’s Metalinguistic Awareness in Second Language Acquisition

Abstract

Consciousness Raising Grammar Teaching (CRGT) is one of alternative pedagogical grammar approaches applied by teachers in ELT classroom in relation to learners' second language acquisition. It has provided a logical way to avoid the grammatical pedagogical problems arising from ELT classroom during the teaching-learning process. This paper describes the learners' second language acquisition in ELT classroom about drawing specific linguistic properties/grammatical items in narrative text instructed by CRGT approach. It derives the learners' second language acquisition from the cognitive psychological factor in pedagogical grammar instruction in three senses, consciousness as noticing, consciousness as monitoring and consciousness as control as fundamental processes to empower the learners' metalinguistic awareness in acquiring five specific grammatical tenses of narrative text: simple past tense, past continuous tense, past perfect tense, past perfect continuous tense and simple present tense in direct speech. The data were the learners' responses toward illustrating activities involved in each sense. For consciousness as noticing, the learners' activities were provided by a narrative text enhancement and interpretation used to draw their attention to those five narrative tenses. For consciousness as monitoring was illustrated by grammar explanation and monitoring activities: explanation of the five grammar rules and the learner's self-generated analysis of them. In the last sense, the learners were engaged in language output tasks for consciousness as control. The data analysed based on the procedures applied in the frame of CRGT. This approach can work best, be durable helping the learners acquiring their explicit knowledge and accuracy of grammar learning based on the PRISM tool, and several large cases are used to demonstrate the performance of it.