The status of metalinguistic knowledge in instructed adult L2 learning

Language Awareness

Volumn 18, Issue 2, 2009, Pages 165-181

  Roehr, Karen ^a   Gánem Gutiérrez, Gábriela Adela ^a  

^a UNIVERSITY OF ESSEX   (United Kingdom)

Author keywords

Language learning aptitude; Language learning experience; Metalinguistic knowledge; Second language instruction; Second language learning; Working memory

Indexed keywords

EID: 75349095779     PISSN: 09658416     EISSN: 17477506     Source Type: Journal    
DOI: 10.1080/09658410902855854     Document Type: Article

References (58)

1. Alderson, J.C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1, 93-121.
2. Anderson, J.R. (2005). Cognitive psychology and its implications (6th ed.). New York: Worth Publishers.
3. Baddeley, A.D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423.
4. Baddeley, A.D., & Logie, R.H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28-61). Cambridge: Cambridge University Press.
5. Bialystok, E. (1979). Explicit and implicit judgements of L2 grammaticality. Language Learning, 29, 81-103.
6. Bialystok, E. (1994). Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16, 157-168.
7. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.
8. Bialystok, E., & Ryan, E.B. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31, 229-251.
9. Birdsong, D. (1989). Metalinguistic performance and interlinguistic competence. Berlin: Springer.
10. Butler, Y.G. (2002). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition, 24, 451-480.
11. Carroll, J.B. (1962). The prediction of success in intensive foreign language training. In R. Glaser (Ed.), Training research and education (pp. 87-136). New York: John Wiley & Sons.
12. Carroll, J.B. (1990). Cognitive abilities in foreign language aptitude: Then and now. In T.S. Parry & C.W. Stansfield (Eds.), Language aptitude reconsidered (pp. 11-29). Englewood Cliffs, NJ: Prentice Hall.
13. Carroll, J.B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press.
14. Carroll, J.B., & Sapon, S. (2002). Modern language aptitude test: MLAT. N. Bethesda, MD: Second Language Testing Inc.
15. Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies. Language Learning and Technology, 3, 44-57.
16. Colman, A., & Pulford, B. (2006). A crash course in SPSS for Windows (3rd ed.). Malden, MA: Blackwell.
17. Daneman, M., & Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
18. DeKeyser, R.M. (2003). Implicit and explicit learning. In C.J. Doughty & M.H. Long (Eds.), The handbook of second language acquisition (pp. 313-348). Malden, MA: Blackwell.
19. DeKeyser, R.M. (2005). What makes learning second-language grammar difficult? A review of issues. Language Learning, 55, 1-25.
20. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
21. Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C.J. Doughty & M.H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Malden, MA: Blackwell.
22. Ehrman, M.E., & Oxford, R.L. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 79, 67-89.
23. Elder, C., & Manwaring, D. (2004). The relationship between metalinguistic knowledge and learning outcomes among undergraduate students of Chinese. Language Awareness, 13, 145-162.
24. Elder, C., Warren, J., Hajek, J., Manwaring, D., & Davies, A. (1999). Metalinguistic knowledge: How important is it in studying a language at university? Australian Review of Applied Linguistics, 22, 81-95.
25. Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54, 227-275.
26. Ellis, N.C., & Sinclair, S.G. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology, 49A, 134-250.
27. Erlam, R. (2005). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9, 147-171.
28. Gathercole, S.E., & Thorn, A.S.C. (1998). Phonological short-term memory and foreign language learning. In A.F. Healy & L.E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 141-158). Mahwah, NJ: Erlbaum.
29. Green, P.S., & Hecht, K. (1992). Implicit and explicit grammar: An empirical study. Applied Linguistics, 13, 168-184.
30. Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
31. Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38.
32. Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Boston, MA: Heinle & Heinle.
33. Hu, G. (2002). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition, 24, 347-386.
34. Hulstijn, J.H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27, 129-140.
35. Jessner, U. (1999). Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning. Language Awareness, 8, 201-209.
36. Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press.
37. Just, M.A., & Carpenter, P.A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
38. Klapper, J., & Rees, J. (2003). Reviewing the case for explicit grammar instruction in the university foreign language learning context. Language Teaching Research, 7, 285-314.
39. Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10, 297-327.
40. McLaughlin, B. (1995). Aptitude from an information-processing perspective. Language Testing, 12, 370-387.
41. Miyake, A., & Friedman, N.P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A.F. Healy & L.E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-364). Mahwah, NJ: Erlbaum.
42. Pallant, J. (2005). SPSS survival manual (2nd ed.). Maidenhead: Open University Press.
43. Ranta, L. (2002). The role of learners' language analytic ability in the communicative classroom. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 159-180). Amsterdam: John Benjamins.
44. Renou, J.M. (2000). Learner accuracy and learner performance: The quest for a link. Foreign Language Annals, 33, 168-180.
45. Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes, and learning conditions in second language acquisition. Second Language Research, 17, 368-392.
46. Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46-73.
47. Roehr, K. (2006). Metalinguistic knowledge in L2 task performance: A verbal protocol analysis. Language Awareness, 15, 180-198.
48. Roehr, K. (2008a). Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics, 19, 67-106.
49. Roehr, K. (2008b). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29, 173-199.
50. Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and intelligence. New York: Peter Lang.
51. Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319-353). Cambridge: Cambridge University Press.
52. Shah, P., & Miyake, A. (1999). Models of working memory: An introduction. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 1-27). Cambridge: Cambridge University Press.
53. Skehan, P. (1986). Cluster analysis and the identification of learner types. In V. Cook (Ed.), Experimental approaches to second language learning (pp. 81-94). Oxford: Pergamon.
54. Skehan, P. (1989). Individual differences in second-language learning. London: Arnold.
55. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
56. Skehan, P. (2002). Theorising and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69-94). Amsterdam: John Benjamins.
57. Sorace, A. (1985). Metalinguistic knowledge and language use in acquisition-poor environments. Applied Linguistics, 6, 239-254.
58. Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111.