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: