ITL - International Journal of Applied Linguistics - Volume 85, Issue 1, 1989

This abstract constitutes a summary of the research carried out by the author in the framework of his doctoral dissertation.

Jean-Paul CALLUT lectures at the ICHEC (a business college in Brussels) and inspects English courses at secondary education level in the Brussels area.

The present paper is an attempt to gain a better understanding of the role of linguistic awareness in second language learning by studying the relationship between linguistic awareness and significant aspects of formal language learning : the learner, the classroom, and the curriculum. Accordingly, this paper examines the contribution of linguistic awareness to second language development and aims to show that classroom intervention in heightening linguistic awareness can be beneficial to the learner in the process of acquiring a second language. In addition, arguments are presented to point out that linguistic awareness can play a vital role within the framework of communicative language teaching. Finally, individual differences in language and language-related behaviour are examined in relationship to individual variation in linguistic awareness.

This research was supported in part by a grant from the Quebec Ministry of Education (F.C.A.R. 86-AR-0274).

L2 learners fall into two major categories in terms of their cognitive styles. The first group comprises the relatively analytical individuals, who are said to be predominantly field independent. The second group, on the other hand, embodies the relatively holistic persons, who are said to be chiefly field dependent. L2 learners are further classified in terms of their hemispheric processing styles. Some learners are left-hemisphere dominant while others are right-hemisphere dominant. The former are thought to be more efficient with analytic processing in which the left hemisphere specializes. By contrast, the latter are described as more efficient with holistic processing in which the right hemisphere specializes. After reviewing the available evidence for the associations between cognitive and hemispheric processing styles, the paper discusses the educational implications of L2 learners' differences with respect to cognitive and hemispheric dimensions.

The hookword method of learning foreign language vocabulary evolved by Paivio (1978) is far less widely known than the keyword method of Pressley and his associates and has been subject to very little experimentation. Furthermore, although intended as a rehearsal and learning technique to be used by any individual learner independently of a teacher and any material constraints, virtually no attempt has been made to implement it.

Originally developed for the learning of French vocabulary, the system was adapted by the author for use with Polish. Following a description of the method, it is shown how this adaptation was accomplished. A number of positive and neutral observations are listed which were recorded over the twelve-month period in which it was employed; drawbacks of the method are then described and discussed.

The overall experience was positive in so far as it gave insights into the potential of imagery as a memory and learning aid and in that it substantially augmented and reinforced the author's Polish lexis at no cost to any other activity.