What does language awareness look like? Visual methodologies in language learning and teaching research (2000–2018)

Alice Chik, Sílvia Melo-Pfeifer*

*Corresponding author for this work

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    The acquisition of a language is a complex process. Applied Linguistics research tends to view this process as classroom-based. It is only more recently that learners, in particular young learners, are being placed in the centre of investigation in research exploring language learning from their subjective perspectives. To understand these learner-centred perspectives, there is a growing body of work using visual methodologies, despite the fact that such methodologies have yet to be clearly defined in Applied Linguistics. The contribution in the present article aims at providing some clarity on how visual methods are being used in this specific research field by reporting on a meta-analysis of 44 papers using relevant methodologies published in English between 2000 and 2018. Our analysis indicates that, in addition to methodological eclecticism, there is an imbalance in participant numbers (although data are usually collected among small groups) and a preference for researching the English Foreign Language classroom and English learners. Furthermore, studies tend to focus on language teaching and learning and on the affective dimension of language awareness.

    Original languageEnglish
    Pages (from-to)336-352
    Number of pages17
    JournalLanguage Awareness
    Volume29
    Issue number3-4
    Early online date8 Jul 2020
    DOIs
    Publication statusPublished - Dec 2020

    Keywords

    • language awareness
    • visual methods
    • meta-analysis
    • young learners

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