Acceso usuarios
Teresa Kieseier, Dieter Thoma, Markus Vogelbacher, Hopp Holger
Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications.
In this paper, we studied how primary-school-age children’s knowledge about language helps them learning a foreign language. Specifically, we examined two aspects of what has been termed ‘metalinguistic awareness’. Theory assumes that metalinguistic awareness consists of (a) knowledge of how languages work and how they are similar or different (metalinguistic analysis) and (b) skills to manipulate or rearrange elements of language and play with them (metalinguistic control). For instance, speakers know how words are ordered in a sentence and how to add endings to make words rhyme.
We were interested in how these two aspects of awareness are connected and how they help learners in different areas of foreign language learning.
To answer these questions, we collected data from 200 4th-graders in Germany with different linguistic and social backgrounds learning English as a foreign language. We were particularly interested in the early stages of learning a foreign language, where proficiency is still limited.
Results show that metalinguistic awareness indeed consists of an analysis and a control component affecting different parts of foreign language learning. Whereas the ability to compare linguistic structures (metalinguistic analysis) is important for English vocabulary learning, the manipulation of language elements (metalinguistic control) helps learning English grammar.
Since different types of metalinguistic awareness are important factors during the learning process, teachers should incorporate activities that foster both in the classroom. Overall, comparing and reflecting on language(s) on a metalinguistic level can be a fruitful approach even at the beginning stages of foreign language learning.
