Metalinguistic Knowledge in L2 Task Performance: A Verbal Protocol Analysis

Roehr, Karen

doi:10.2167/la403.0

Cited by 34 publications

(26 citation statements)

References 22 publications

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“…The ambivalent relationship between use of metalinguistic knowledge and successful L2 performance was likewise underlined by Green and Hecht (1992), Camps (2003) and Roehr (2006). Green and Hecht (1992) report a study with 300 L1 (Gabrielatos, 2004).…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 98%

“…Second, learners' use of metalinguistic knowledge when resolving form-focused L2 tasks has been found to be associated with consistent and systematic performance (Roehr, 2006;Roehr & Gánem, in preparation;Swain, 1998 Spanish and concentrated on preverbal direct object pronouns. The researchers concluded that structured input practice which made linking form and meaning taskessential, as proposed in processing instruction (VanPatten, 1996(VanPatten, , 2004, appeared to be sufficient for successful learning.…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

“…By the same token, empirical evidence suggests that L2 learners' metalinguistic knowledge can be more or less specific and more or less complex (e.g. Roehr, 2005Roehr, , 2006Rosa & O'Neill, 1999).…”

Section: The Representation and Processing Of Implicit Linguistic Knomentioning

confidence: 99%

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The perfective past tense in Greek child language

Stavrakaki

Clahsen

2008

J. Child Lang.

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This study examines the perfective past tense of Greek in an elicited production and an acceptability judgment task testing 35 adult native speakers and 154 children in six age groups (age range: 3 ; 5 to 8 ; 5) on both existing and novel verb stimuli. We found a striking contrast between sigmatic and non-sigmatic perfective past tense forms. Sigmatic forms (which have a segmentable perfective affix (-s-) in Greek) were widely generalized to different kinds of novel verbs in both children and adults and were overgeneralized to existing non-sigmatic verbs in children's productions. By contrast, non-sigmatic forms were only extended to novel verbs that were similar to existing non-sigmatic verbs, and overapplications of non-sigmatic forms to existing sigmatic verbs were extremely rare. We argue that these findings are consistent with dual-mechanism accounts of morphology.

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Section: Explicit Knowledge In Language Learningmentioning

confidence: 98%

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

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The perfective past tense in Greek child language

Stavrakaki

Clahsen

2008

J. Child Lang.

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“…According to Malakoff (1999) metalinguistic knowledge is distinctive and productive language that is invisible without this knowledge. Metalinguistic knowledge is the learners' clear and precise awareness about the vocabulary, syntactic grammatical, morphological and phonological structures of the second language (Roehr, 2006). He also suggests that metalinguistic knowledge is an effective factor that helps improve language proficiency in a second language context.…”

Section: Introduce the Problemmentioning

confidence: 99%

The Study of the Metalinguistic Knowledge of English by Students in an Intensive and a Traditional Course

Nazarian¹,

Izadpanah²

2017

IJEL

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The goal of the current research was to study the relationship among learning contexts and, levels of metalinguistic knowledge of the Iranian intermediate EFL learners. This research explores the level of learners'metalinguistic knowledge in English in two different contexts (traditional and intensive courses). Participants included 44 intermediate students at Shoukoh Language Institute, Zanjan, Iran. The selection violated the randomization criterion, thus the quasi-experimental was taken for the current study. The instruments used for data collection were Nelson English Language Proficiency Test (NELPT) as a placement test which used to measure level of students prior to the experiment and, a metalinguistic knowledge English test (MKET) was also, administered at the beginning and ending the semester as pre and post-test to measure their metalinguistic knowledge. The data collected from the administration of the above mentioned two tests were submitted to different statistical analysis such as ANCOVA, one independent sample t-test and, one paired sample t-test. The results revealed that there was a significant distinction between two sets performance in the metalinguistic test. An intensive English course had an important helpful influence on MKE of the students. They enhanced their MKE in an intensive semester. As an implication of this study, the findings will motivate language teachers to focus on intensive semester because intensive instruction was found to be effective in improving the EFL learners' MKE. Further study is needed before the results of the research can be generalized.

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“…MLK is defined as explicit knowledge about language that can be brought into conscious awareness and be articulated (Hulstijn 2005;Roehr 2006). The use of MLK for conscious reflection about, and analysis of, language can be potentially beneficial to L2 learners, for example as a stepping stone towards L2 proficiency (Author 2009;Swain 1998;Elder and Manwaring 2004).…”

Section: Introductionmentioning

confidence: 99%

Enhancing metalinguistic knowledge

Gánem-Gutiérrez

2016

LST

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Framed within a Sociocultural theory perspective to L2 learning, this article investigated the potential of a suite of pedagogical materials for enhancing metalinguistic knowledge in a foreign/second (L2) language context. The linguistic focus of the project was the tense-aspect system, specifically the contrast between the Preterite and the Imperfect in Spanish given the challenges this poses for L2 learners. Six L1 English university students of L2 Spanish at intermediate level volunteered to participate in the study. Drawing on a pre/post-test research design as well as qualitative microgenetic analysis, the study revealed that all the participants benefited from the treatment and interaction with the pedagogical materials. The finding also reveal interesting insights into metalinguistic and strategic resources used by the participants to describe contrasts between the Preterite and Imperfect. The article concludes by discussing pedagogical and research implications regarding the alternative approach to L2 explicit grammar instruction considered in this study.

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Metalinguistic Knowledge in L2 Task Performance: A Verbal Protocol Analysis

Cited by 34 publications

References 22 publications

The perfective past tense in Greek child language

The perfective past tense in Greek child language

The Study of the Metalinguistic Knowledge of English by Students in an Intensive and a Traditional Course

Enhancing metalinguistic knowledge

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