The Metalinguistic Dimension in Instructed Second Language Learning

✍ Scribed by Karen Roehr; Gabriela Adela Gánem-Gutiérrez (editors)

• Publisher: Bloomsbury Academic
• Year: 2013
• Tongue: English
• Leaves: 259
• Category: Library

✦ Synopsis

The metalinguistic dimension refers to the way in which learners bring to bear knowledge about language into their learning of a second language, the L2. This book brings together new research on the metalinguistic dimension, given its increasing importance in the study of L2 acquisition.
In applied linguistics it is widely accepted that L2 learners develop and use knowledge about language when engaging with the challenging task of acquiring a new language; this applies to both children and adults. It is definitions of the metalinguistic dimension that vary, and findings regarding its role in L2 learning are not necessarily homogenous or compatible. The scope exists for further, empirical, detailed research. This book explores the nature, development and role of the metalinguistic dimension and will be essential reading for all SLA scholars and those working in language and education.

✦ Table of Contents

Cover
HalfTitle
Series Page
Title
Copyright
Contents
Contributors
Foreword
Introduction
1 The Metalinguistic Dimension in Instructed Second Language Learning
Part 1 Cognitive Approaches to the Metalinguistic Dimension
2 Developing a Measure of Metalinguistic Awareness for Children Aged 8–11
Abstract
Introduction
Measures of metalinguistic awareness
Developing a new measure of metalinguistic awareness
Results and discussion
Conclusion
Acknowledgements
Appendix 1 – Task 6
Appendix 2 – Task 8
Appendix 3 – Task 9
Appendix 4 – Task 10
Appendix 5 – Scoring procedure
Appendix 6
3 Examining the Contribution of Syntactic and Metasyntactic Abilities to Reading Comprehension among Native and Non-Native S
Abstract
Introduction
Method
Results
Discussion
Conclusion
Acknowledgements
4 Effects of Instruction on Learners’ Acquisition of Metalinguistic Knowledge
Abstract
Introduction
Definition
Review of research
Role of metalinguistic knowledge in L2 acquisition
Measuring metalinguistic knowledge
The present study
Method
Results
Discussion
Limitations
Conclusion
Acknowledgements
Appendix A: Summary of rule explanations given to students
Appendix B: Examples of teaching activities used in instructional treatments
Appendix C – Examples of test items
5 University-Level Learners’ Beliefs about Metalinguistic Knowledge
Abstract
Introduction
Metalinguistic knowledge in instructed L2 learning
Learner beliefs
Research design, participants and methodology
Results
Conclusion
Appendix
6 Metalinguistic Awareness in Third Language Phonological Acquisition
Abstract
Introduction
Overview of research
The present study
Results and discussion
Conclusions
Part 2 Sociocognitive Approaches to the Metalinguistic Dimension
7 Metalinguistic Knowledge in Language-Related Episodes with Covert Metalinguistic Activity
Abstract
Introduction
Background
The use of verbal reports for data collection
The study
Analysis
Results
Discussion
Conclusion
Acknowledgements
8 The Role of Metalanguage in the Performance of a Sequence of Collaborative Output Tasks by Five L2 Learner Dyads
Abstract
Introduction
Background
The main study – Research design, procedures and analytical framework
Findings
Concluding remarks
9 Mediating the Development of L2 Oral Performance through Dynamic Assessment: Focusing on the Metalinguistic Dimension
Abstract
Introduction
Theoretical background: Dynamic Assessment and metalinguistic awareness
The study
Results and discussion
Conclusion
Appendix A: Questions in reflective questionnaires 1a and 1b (The questions were adapted from Brook-Hart, 2004)
Appendix B: Questions in reflective questionnaire DA
Open-ended items
10 The Being and Becoming of Metalinguistic Knowledge: Rules and Categories of Grammatical Description as Functional Tools of
Abstract
Introduction: Metalinguistic knowledge becoming conceptual tools for L2 development1
Background
Semiogenesis: The emergence of conceptual meanings in sense-making tasks
Discussion of sample data
Conclusion: Metalinguistic concepts as agents for thinking
Index