Teaching and Learning the English Article System: CRT Techniques, and Empirical Perspectives

Abstract

The English article system is one of the most challenging grammatical features for second language learners, particularly for those whose first language (L1) lacks an equivalent structure. This paper reviews scholarly perspectives on defining articles, highlighting both traditional and functional approaches. It further examines the role of L1 interference in shaping learners’ difficulties with article usage. To address these challenges, pedagogical approaches such as implicit and explicit instruction, Vygotsky’s Zone of Proximal Development (ZPD), and Consciousness-Raising Tasks (CRT) are explored. Special attention is given to CRT techniques, which have been widely implemented in empirical studies and shown to enhance learners’ awareness and accuracy in article use. The review synthesizes empirical evidence demonstrating the effectiveness of these approaches, offering insights for both theory and practice in teaching the English article system.