Linguistic Knowledge, Metalinguistic Knowledge and Academic Success in a Language Teacher Education Programme

Language Awareness

Volumn 12, Issue 2, 2003, Pages 109-123

  Morris, Lori ^a  

^a Université du Québecà   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248709427     PISSN: 09658416     EISSN: 17477506     Source Type: Journal    
DOI: 10.1080/09658410308667070     Document Type: Article

References (20)

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2. Andrews, S. (1999) 'All these like little name things': A comparative study of language teachers' explicit knowledge of grammar and grammatical terminology. Language Awareness 8 (3-4), 143-159
3. Andrews, S. (2001) The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness 10 (2-3), 75-90
4. Arlin, P. (1990) Wisdom: The art of problem finding. In R. Sternberg (ed.) Wisdom: Its Nature, Origins, and Development (pp. 230-243). Cambridge: Cambridge University Press
5. Astington, J.W. (2000) Language and metalanguage in children's understanding of mind. In J.W. Astington (ed.) Minds in the Making (pp. 267-284). Oxford: Blackwell
6. Astington, J.W. and Jenkins, J.M. (1999) A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology 35, 1311-1320
7. Cobb, T. (2002) On WWW at http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html
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9. Corson, D. (1997) The learning and use of academic English words. Language Learning 47 (4), 671-718
10. Coxhead, A. (2000) A new academic word list. TESOL Quarterly 34 (2), 213-238
11. Coxhead, A. and Nation, I.S.P. (2001) The specialized vocabulary of English for academic purposes. In J. Flowerdew and M. Peacock(eds) ResearchPerspectiveson English for Academic Purposes (pp. 252-267). Cambridge: Cambridge University Press
12. Cummins, J. (2000) Language, power and pedagogy: Bilingual children in the crossfire. Bilingual Education and Bilingualism 23
13. Kitchener, K.S. and Brenner, H.G. (1990) Wisdom and reflective judgment. In R. Sternberg (ed.) Wisdom: Its Nature, Origins, and Development (pp. 212-229). Cambridge: Cambridge University Press
14. Laufer, B. (1992) How much lexis is necessary for reading comprehension? In P.J. Arnaud and H. Béjoint (eds) VocabularyandAppliedLinguistics(pp. 126-132).London: MacMillan
15. Morris, L. (1999a) Applying linguistics: An analysis of grammatical explanations given by TESL undergraduates. In S.J.J. Hwang and A.R. Lommel (eds) Lacus Forum 25(pp. 487-497). Fullerton, CA: LACUS
16. Morris, L. (1999b) From declarative to procedural knowledge: Using explanation tasks to modify the grammatical knowledge base of TESL students. Conference on Second Language Teacher Education, Minneapolis, MN, 21-23 May
17. Morris, L. (2002) Age and uptake in TESL grammar courses. Language Awareness 11 (3), 192-207
18. Morris, L. and Cobb, T. (2002) Vocabulary profiles as predictors of TESL student performance. AmericanAssociationforAppliedLinguistics Conference, Salt Lake City, 6-9 April
19. Olson, D.R. (1994) The World on Paper: The Conceptual and Cognitive Implications of Reading and Writing. Cambridge: Cambridge University Press
20. Swain, M. (1981) Bilingual education for majority and minority language children. Studia Linguistica 35 (1-2), 15-32