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ELT Journal 1997 51(3):217-223; doi:10.1093/elt/51.3.217
© 1997 by Oxford University Press
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Exploring data-driven language awareness

Tom Hales

Senior tutor in the Centre for Applied Language Studies at the University of Wales, Swansea. He has taught EFL and trained teachers in Britain, Spain, Greece, and Ecuador. He has a particular interest in corpus research, reflective approaches to teacher training, CALL, and conversation analysis.

The role of the study of the language system—sometimes referred to as ‘language awareness’ or ‘language analysis’ (LA)—in teacher education has recently been the subject of discussion. The view of LA as a limited body of knowledge to be conveyed to trainee teachers has been questioned, and the possibility of a model aimed at ‘enabling skills’ proposed. This article shows some activity types which may help to achieve this.


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