Metalinguistic Awareness and Second Language Acquisition

✍ Scribed by Karen Roehr-Brackin

• Publisher: Routledge
• Year: 2018
• Tongue: English
• Leaves: 167
• Series: Cognitive Science and Second Language Acquisition Series
• Edition: 1
• Category: Library

✦ Synopsis

Metalinguistic Awareness and Second Language Acquisition is the first book to present an in-depth overview of metalinguistic awareness as it relates to SLA. In this volume, Roehr-Brackin discusses metalinguistic awareness in the context of both child and adult language learning, and outlines the various methods that can be used to measure metalinguistic awareness. The author presents different approaches to metalinguistic awareness, including a cognitive-developmental perspective that explains how the concept relates to literacy, and an applied linguistics perspective that understands metalinguistic awareness as explicit or conscious knowledge about language. Roehr-Brackin explores the role of metalinguistic awareness in language education aimed at young learners, as well as in instructed adult SLA. This book is an excellent resource for those researching or taking courses in second language acquisition, bi- and multilingualism, and language teaching.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Series Editor’s Preface
1. Introduction
1.1 Terminology and Definitions
1.2 Outline of the Book
2. A Cognitive-Developmental Perspective on Metalinguistic Awareness
2.1 Metalinguistic Awareness in Development
2.2 Metalinguistic Awareness and Literacy
2.3 Bialystok’s Framework of Analysis and Control
2.4 ‘Bilingual Advantage’ Research
2.5 A ‘Bilingual Advantage’ for L2 Learners?
3. Metalinguistic Awareness in Language Education
3.1 Multilingualism and the ‘M-Factor’
3.2 Language Awareness
3.3 Metalinguistic Awareness in the Primary-School Classroom
4. Metalinguistic Awareness as Explicit Knowledge and Learning: Theoretical Premises
4.1 The Interface of Explicit and Implicit Knowledge
4.2 Attention, Awareness and Metalinguistic Understanding
4.3 Learning Difficulty
4.4 Metalinguistic Awareness and Language Learning Aptitude
5. Metalinguistic Awareness as Explicit Knowledge and Learning: Empirical Evidence
5.1 Effects of Explicit Learning and Teaching on L2 Knowledge and
Use
5.2 Relating Explicit Knowledge, L2 Achievement and Use
5.3 The Role of Learner and Input Variables
6. Measuring Metalinguistic Awareness
6.1 Tests and Self-Report as Measures of Explicit Knowledge
6.2 Metalinguistic Awareness in Children and Low-Educated Adults
6.3 Measures of Executive Function
7. Concluding Remarks
7.1 Two Theoretical Perspectives
7.2 Directions for Future Research
References
Index