object of science. For these reasons, many second language researchers
prefer to frame their questions in terms of relatively better defined and
tractable issues such as implicit(versus explicit) learning or incidental
(vs. intentional) learning.consciousness raisingn
in teaching, techniques that encourage learners to pay attention to language
form in the belief that an awareness of form will contribute indirectly to
language acquisition. Techniques include having students infer grammatical
rules from examples, compare differences between two or more different
ways of saying something, observe differences between a learner’s use of
a grammar item and its use by native speakers. A consciousness-raising
approach is contrasted with traditional approaches to the teaching of gram-
mar (e.g. drilling, sentence practice, sentence combining), in which the goal
is to establish a rule or instil a grammatical pattern directly.
consecutive clausen
an adverbial clause that expresses consequence or result, e.g. The bus took
so long that we were late.
consecutive interpretationn
see interpretation
consensus taskn
a task that requires pairs or groups of learners to come to agreement.
see also convergent question
consent n
see informed consent
consequential validityn
a type of validity that is based on the extent to which the uses and inter-
pretations of a test that may have an impact on society will result in fair and
positive social consequences for all stakeholdersincluding test takers.
conservatism thesisn
see learnability theory
consolidationn
in language teaching, that stage in the lesson when the teacher reviews new
material or provides additional practice to reinforce what has been taught.
consolidation