Metalinguistic Knowledge in L2 Learning
The construct of metalinguistic knowledge refers to a person’s explicit knowledge about language (Alderson, Clapham, & Steel, 1997; Bialystok, 1979; Elder, Warren, Hajek, Manwaring, & Davies, 1999). Explicit knowledge is knowledge that can be brought into awareness, that is potentially available for verbal report, and is represented declaratively.1 It can be contrasted with implicit knowledge, which cannot be brought into awareness or articulated (Anderson, 2005; Hulstijn, 2005). In the context of the present study, L2 metalinguistic knowledge is defined as a learner’s explicit knowledge about the syntactic, morphological, lexical, phonological, and pragmatic features of the L2. It includes explicit knowledge about categories as well as explicit knowledge about relations between categories (see also Ellis, 2004; Hu, 2002; Roehr, 2008a).
Pedagogically oriented studies of metalinguistic knowledge involving university students typically include a broad range of L2 features (Alderson et al., 1997; Green & Hecht, 1992; Klapper & Rees, 2003; Macaro & Masterman, 2006; Roehr, 2008b), often chosen on the basis of participants’ course syllabuses. Pedagogically oriented research thus tends to work with learners who are exposed to prolonged periods of L2 teaching in classroom settings. Two main findings arising from this type of research are relevant to the current study. First, positive correlations between levels of written L2 proficiency and levels of metalinguistic knowledge have been identified (Alderson et al., 1997; Elder & Manwaring, 2004; Elder et al., 1999; Roehr, 2008b). Second, it has been suggested that variables such as length and type of learners’ prior language study (Elder & Manwaring, 2004; Elder et al., 1999; Renou, 2000; Sorace, 1985), level of L2 proficiency (Butler, 2002; Klapper & Rees, 2003; Roehr, 2008b), typological distance of LI and L2 (Elder & Manwaring, 2004), individual learner differences in cognitive or learning style (Collentine, 2000), and individual differences in short-term versus long-term uptake of explicit instruction (Macaro & Masterman, 2006) may have an impact on metalinguistic knowledge in instructed L2 learning.
Interestingly, two individual difference variables which can arguably be expected to differentially affect metalinguistic knowledge in adult L2 learning have as yet hardly been investigated in connection with this construct: Language-learning aptitude has only rarely been studied empirically together with metalinguistic knowledge, while, as far as we are aware, working memory for language has not been studied at all in conjunction with metalinguistic knowledge in adult L2 learning.With years of experience in making delicate Discount Louis Vuitton Handbags , we are waiting to provide the crowning touch to your style. Just feel free to shop Louis Vuitton Lunar GM shoulderbag M95969 in chocolat here.
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