In The Postmethod Condition: (E)merging
Strategies for Second/Foreign Language Teaching ,
Kumaravadivelu (1994) states that a widespread
dissatisfaction with the conventional concept of
method has produced what the author calls the
“postmethod condition”, a reformulation that can
potentially reshape the character and content of
L2 (second language) teaching, teacher education,
and classroom research. In this context, fostering
language awareness consists in one out of ten macro
strategies proposed by the author in a strategic
framework for L2 teaching in the postmethod era.
Regarding the concept of language awareness
proposed by the author, it is correct to say that:
a) language awareness comprises explicit
language teaching and, therefore, its
strategies emphasize the use of memorization
techniques.
b) language awareness differs from traditional
grammar teaching since the former treats
grammar as a network of systems to be
interacted with.
c) language awareness, as a deliberate attempt
to draw learners’ attention to formal
properties of language, comprises a body of
structures to be mastered.
d) language awareness-based teaching is learner
oriented and, therefore, treats grammar as an
end in second language development.