Metalinguistic Activity in Learning to Write

Camps, Anna; Milian, Marta

doi:10.5117/9789053563410

Cited by 55 publications

(63 citation statements)

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“…Empirical studies did in fact show the limitations of students being able to draw on their grammar knowledge in the context of writing (Camps, Guasch, Milian, & Ribas, 2000); they also showed the poorly-articulated grammar concepts of students (Notario, 2001). But since no suggestions as to how to overcome these problems were to be found in the dominant communicative approach, they simply remained ignored.…”

Section: Approaching the Process Of Grammar Learning: Raising Questionsmentioning

confidence: 99%

“…This suggests that grammar knowledge will not be a precondition for this activity of manipulation but its consequence. Indeed, Camps et al (2000) consider this activity as the permanent source of knowledge of language, "which contributes to build it and to activate it" (104). These works argue that interaction is a basic feature of this activity.…”

Section: Approaching the Process Of Grammar Learning: Raising Questionsmentioning

confidence: 99%

“…This is the case for Camps et al (2000), which analyses the collaborative talk of secondary students (12-to 15-year-olds) engaged in writing argumentative texts in the Subject Catalan in three schools. Some students focus on the topic of discrimination against women and have to reply with a real letter to a controversial "Letter to the Editor" pub-lished in a well-known newspaper, or to write a text to be published in a magazine for young readers.…”

Section: (1a) Describe the Learning Process In Writingmentioning

confidence: 99%

See 2 more Smart Citations

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

Vicens¹,

Folgado²

2018

L1 Educational Studies in Language and Literature

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Grammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over time grammar instruction has generated an intense debate around two positions: direct instruction on grammar content, versus instruction devoted to prompting reflection on grammar and language use. There has been an insistent and recurring tendency towards the former, a situation that still prevails. More recently, however, certain research trends in Spain, albeit a minority, have crystallized in a research trajectory on metalinguistic activity, opening up new possibilities for rethinking instruction based on grammar reflection to support writing. Within such a trajectory, innovative ways to promote grammar reflection within language use are explored, and metalinguistic activity becomes the focus of research and pedagogy. Crucially, some of the empirical studies developed within this trajectory suggest that grammar knowledge may not be a condition for reflection about language but its consequence, leading to a consideration of metalinguistic activity as a promising avenue for rethinking the debate on the role of grammar instruction.

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Section: Approaching the Process Of Grammar Learning: Raising Questionsmentioning

confidence: 99%

Section: Approaching the Process Of Grammar Learning: Raising Questionsmentioning

confidence: 99%

Section: (1a) Describe the Learning Process In Writingmentioning

confidence: 99%

See 1 more Smart Citation

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

Vicens¹,

Folgado²

2018

L1 Educational Studies in Language and Literature

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“…In schools therefore, a model of grammar teaching should go beyond the general distinction between implicit and explicit grammar so frequently encountered in available pedagogic grammars. Building on the contributions of Culioli (1990) and Karmilof-Smith (1992), and on the results of research into metalinguistic activity in the writing composition processes (Camps and Milian 2000), we defend the need to establish different levels in which metalinguistic activity manifests itself. Recognising that there is an implicit metalinguistic or epilinguistic activity inherent to language use, we consider that there is a need in schools to focus on explicit metalinguistic activity, i.e.…”

Section: Metalinguistic Activity and Conceptualisationmentioning

confidence: 99%

“…In the book edited by Camps and Milian (2000), several different issues are raised, and together these give us a broad view of metalinguistic activity. Some of the more relevant ones are: the role of metalinguistic reflection as a factor in developing writing competence in academic situations (Tolchinsky 2000;Castelló 2000), the influence of social and cultural factors concurring in writing activities (Pittard and Martlew 2000;Dolz and Erard 2000), the relationship between metacognition and metalinguistic activity (Castelló 2000;Rijlaarsdam and Couzin 2000;Allal 2000), and the analysis of metalinguistic activity in collaborative writing processes and the characterisation of the different levels in this activity .…”

Section: Metalinguistic Activity In Writing Processesmentioning

confidence: 99%

Towards a rationale for research into grammar teaching in schools

Vicens

Camps

2013

Research Papers in Education

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This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for students to be able to develop their own knowledge, with emphasis on the role of interaction in the classroom? The article concludes with ten key points which provide a basic outline for progressing in grammar teaching research.

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Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

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A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

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Metalinguistic Activity in Learning to Write

Cited by 55 publications

References 0 publications

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity

Towards a rationale for research into grammar teaching in schools

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

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