Morgan, Neil L. (2012) Home truths from abroad? : a TESOL blueprint for the mediation of L1/L2 language awareness. PhD thesis, University of Warwick.

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Abstract

The status of the cross-linguistic dimension of second language learning, and hence of
L2 pedagogy, appears to have been systematically underplayed in epicentric, i.e.
flowing from centre to periphery, theories of second language acquisition (SLA).
Indeed, following the advent of cognitivism, mainstream SLA theory has frequently
sought to marginalize anything suggestive of a contrastive paradigm. SLA
conceptions of the nature of the influence of a learner’s first language on L2
acquisition and performance have tended to take the form of reductive dichotomies of
the interference versus facilitative resource type – a mutually exclusive either/or
interpretation. Consciously or otherwise, epicentric theories of L2 learning and
pedagogy have filtered down to the language improvement and language awareness
components of TESOL initial teacher education (ITE) and in-service education and
training (INSET), where the focus is exclusively monolingual L2 and necessity all too
often masquerades as principle. Against this backdrop, the present inquiry set out to
evaluate the perceived benefits of an explicitly cross-linguistic (L1/L2) approach to
language awareness on an L2 ITE program for pre-service trainees from the Japanese
EFL context. Based on the evaluative response data from the non-native speaker
(NNS) program participants, I invoke the notion of analytic generalization to argue
that an explicit focus on selected cross-linguistic aspects of L2 learning, together with
awareness-raising in respect of a range of context-specific ESOL-related issues has
the potential to positively contribute both to trainees’ L2 development and to their
development as pre-service TESOL professionals. The thesis further argues for a
more holistic appreciation of the dynamic, complex nature of cross-linguistic
influence viewed within a broader, context-specific conception of the L2 Teacher
Language Awareness (L2 TLA) construct.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education P Language and Literature > PE English
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching -- Japanese students, English teachers -- Training of
Official Date:	February 2012
Dates:	Date Event February 2012 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Extent:	x, 340 leaves : ill.
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/50019

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