ABSTRACT
This chapter suggests oral decontextualised language ability can play a role in relation to Linguistic Awareness. De-contextualisation is a more generalised ability that can be applied to other aspects of language competence such as reading. It proposes that in addition to decontextualised oral language, decontextualised reading may help explain the importance of reading competence to Linguistic Awareness in L2 with adolescent subjects. The chapter presents research in L1 proposes that oral tasks that promote decontextualisation or Linguistic Awareness lead to reading and writing development in children. The progression observed in children is said to be related in large part to age, cognitive and language development. The context of second language learning in the classroom with adolescent subjects demonstrates that Linguistic Awareness is significandy related to different aspects of second language competence thereby affording language learners the opportunity to gain control over language to meet their communicative needs.
