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This paper presents the results of a quantitative study investigating the relationship between metalinguistic awareness (MLA) and second-language proficiency (L2) of 64 university level learners of French. The theoretical framework driving this study posits that linguistic and metalinguistic proficiency are composed of two components – 'analysed knowledge' and 'control' over that knowledge (Bialystok & Ryan, 1985a). Learners' performances on two grammaticality judgement tests and on a test of L2 proficiency were examined in the context of the demands made upon these two components and according to whether the learners had been exposed to a communicative or grammar approach to L2 learning. Significant differences were found in learners' performance depending upon task demands. Results showed a positive relationship between scores on the judgement tests, the operationalisation of MLA, and the test of L2 proficiency for the entire sample. However, once learners were grouped according to learning approaches, there was no longer a positive relationship for the communicative group.
