Consciousness Raising And Constructivism In Grammar Teaching

Insights into how language is acquired have cast doubt on the value of learning grammar. And the traditional rule-based explanations and manipulation of target forms, widespread before the introduction of the communicative approach, are almost universally rejected by applied linguists and practicing foreign language teachers. However, the idea of'consciousness-raising'(C-R) has drawn learners'attention to the linguistic features in a direct way while the primacy of communication is maintained, which is believed to aid the learner in forming initial hypothesis about meaning-form relationships, or enable a conscious practice to help the learner build implicit knowledge, on the other hand to aid the learner's noticing of targeted features in further input where a more natural acquisition of the form can begin to take place. It is not surprising, therefore, that C-R has received considerable attention in language pedagogy in recent years.When C-R, as a special grammar teaching method, has drawn attention and heated discussion, constructivism as the most attractive learning and teaching theory is brought to the forefront of various academic domains, especially the educational sector. This theory sets forth a new viewpoint of knowledge and new theory of learning, and makes interpretation to and puts emphasis on lots of aspects of instructional activities. For example, constructivist learning theories prefer that knowledge cannot be simply achieved through teaching. And it is constructed by individuals on basis of their prior understanding and knowledge in certain social and cultural background. Meaning construction happens only in the cooperation and collaboration between the learner and other peers or competent adults under the help of necessary learning materials. It is clear that the learning and teaching theories that constructivism advocates have something in common with the requirements to C-R. Both of them put emphasis on learners and the importance of building prior knowledge into what is newly learned.The current situation of grammar teaching in China is far from satisfactory, and the major problems lie in the out-dated instruction model and classroom organization, particularly teacher-as-information-giver and textbook guided classroom, which fail to help students form initiatives and creative power.Guided by C-R and constructivism, the current study explores how C-R and constructivist theory can be applied in grammar teaching in Chinese colleges. The author designs a sample of grammar teaching, which is supposed to integrate C-R principles and constructivism. It is hoped that the study will contribute to the understanding of how explicit teaching of forms can happen through meaningful interactions.