Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operationalization has been extended to additionally include learners' L1 language-analytic ability as measured by tests traditionally used to assess components of language learning aptitude. This article reports on a study which employed a narrowly focused measure of L2 proficiency and incorporated L2 language-analytic ability into a measure of metalinguistic knowledge. It was found that the linguistic and metalinguistic knowledge of advanced universitylevel L1 English learners of L2 German correlated strongly. Moreover, the outcome of a principal components analysis suggests that learners' ability to correct, describe, and explain highlighted L2 errors and their L2 languageanalytic ability may constitute components of the same construct. The theoretical implications of these findings for the concept of metalinguistic knowledge in L2 learning are considered.

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these di¤erences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward.Keywords: categorization; explicit and implicit knowledge; metalinguistic knowledge; second language learning, usage-based model.

No abstract

No abstract

No abstract

This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university‐level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form‐focused task was investigated. The analysis reveals the importance of L1 and metalanguage as problem‐solving tools, while discourse markers appear to be valuable devices to structure and organize thought. The findings support the Vygotskian view regarding the social origins of individual cognition and provide further evidence of the pedagogical value of metalanguage and use of L1 to enable L2 learners to explore form‐meaning relationships and overcome specific language difficulties during task performance. El presente estudio informa sobre una investigación acerca del uso de la lengua materna (L1), los marcadores del discurso y el metalenguaje como herramientas lingüísticas de regulación durante la ejecución de tareas individuales. Nueve estudiantes de español como lengua extranjera (L1 inglés) a nivel universitario participaron en la investigación. Con el fin de obtener información acerca del uso de dichas herramientas lingüísticas se les pidió a los participantes que expresaran sus pensamientos verbalmente mientras completaban una tarea gramatical. El análisis revela la importancia del L1 y el metalenguaje como instrumentos para la resolución de problemas relacionados con la segunda lengua, mientras que los marcadores del discurso parecen ser de gran utilidad en términos cognitivos, por ejemplo para ayudar a organizar y estructurar el pensamiento. Los resultados apoyan el pensamiento de Vygotsky quien adjudicó orígenes sociales al desarrollo cognitivo. Nuestra investigación también demuestra el valor pedagógico del metalenguaje y del uso del L1 como herramientas que facilitan el descubrimiento de la interacción entre forma y significado en términos lingüísticos.

The authors created a general education undergraduate course, Tangible Interaction Design. We describe our learning goals, the course structure, "Tiddles" (in-class exercises that promote creativity), and three student final projects. The paper contributes to the literature on teaching interaction design by describing what's achievable with undergraduates at a public university in a general education context.

SLA researchers agree that explicit knowledge and learning play an important role in adult L2 development. In the field of cognitive linguistics, it has been proposed that implicit and explicit knowledge differ in terms of their internal category structure and the processing mechanisms that operate on their representation in the human mind. It has been hypothesized that linguistic constructions which are captured easily by metalinguistic descriptions can be learned successfully through explicit processes, resulting in accurate use. However, increased accuracy of use arising from greater reliance on explicit processing may lead to decreased fluency. Taking these hypotheses as a starting point, I present a case study of an adult L2 learner whose development of oral proficiency was tracked over 17 months. Findings indicate that explicit knowledge and learning have benefits as well as limitations. Use of metalinguistic tools was associated with increased accuracy; moreover, there was no obvious trade-off between accuracy and fluency. At the same time, resource-intensive explicit processing may impose too great a cognitive load in certain circumstances, apparently resulting in implicit processes taking over. I conclude that explicit and implicit knowledge and learning should be considered together in order to gain a full understanding of L2 development.