Linguistic and metalinguistic categories in second language learning

Abstract

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.

Metalinguistic awareness in L2 vocabulary acquisition: which factors influence learners’ motivations of form-meaning connections?

“…Naturally, it should be easier for learners to associate an L2 word with other L2 vocabulary if they have more words in their mental lexicons to make reference to. This finding is also in keeping with the idea that increased proficiency in the L2 results in a higher level of metalinguistic awareness (Jessner, 1999;Ringbom, 1987;Roehr, 2008), and as such also in a heightened ability to elaborate on L2 vocabulary.…”

“…If a learner's L2 proficiency can be considered to be an element of prior linguistic knowledge, research has indeed shown that, as a learner becomes more proficient in an L2 or L3, his/her level of metalinguistic awareness will increase (Jessner, 1999;Ringbom, 1987;Roehr, 2008). Jessner (2006, p. 42) defines metalinguistic awareness as 'the ability to focus attention on language as an object in itself or to think abstractly about language and, consequently, to play with or manipulate language'.…”

“…Thirdly, we exclusively focused on individual learner variables pertaining to prior linguistic knowledge. In a future research project, other individual learner factors, such as working memory capacity, cognitive style or learner style should be taken into account, since these might also exert a considerable influence on the efficiency of the form-meaning-fit motivation method (Roehr, 2008).…”

“…In the same light, Pierson (1989) advocates the meaningful learning approach: learners should be supplied with activities which raise their awareness of the relationships between new L2 words and other known words in their vocabularies since this will prompt them to create pathways for retrieval. Once learners are capable of forming such links, Pierson claims the learning burden of the new L2 vocabulary will be reduced.If a learner's L2 proficiency can be considered to be an element of prior linguistic knowledge, research has indeed shown that, as a learner becomes more proficient in an L2 or L3, his/her level of metalinguistic awareness will increase (Jessner, 1999;Ringbom, 1987;Roehr, 2008). Jessner (2006, p. 42) defines metalinguistic awareness as 'the ability to focus attention on language as an object in itself or to think abstractly about language and, consequently, to play with or manipulate language'.…”

“…Hence, the vocabulary size tests provide us with an indication of the learners' L2 proficiency. We expect that learners with a larger L2 vocabulary size and learners mastering a larger number of languages will make more form-meaning associations, since they ought to possess an increased level of metalinguistic awareness 8 (Jessner, 1999(Jessner, , 2006Ringbom, 1987;Roehr, 2008), which should assist them during the process of form-meaning elaboration. They simply should have more linguistic knowledge to refer to.…”