L1 Grammar Instruction and Writing: Metalinguistic Activity as a Teaching and Research Focus

Abstract

Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing.Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the ref lexivity that languages afford (i.e., using language to refer to language itself ) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychological development). I discuss how this notion is approached by Grup de Recerca sobre Ensenyament i Aprenentatge de Llengües (GREAL), the Research Group on Teaching and Learning Languages at the Autonomous University of Barcelona (Spain), and describe their seminal study of secondary students' metalinguistic activity in the context of writing. Results show that metalinguistic activity emerges at different levels (procedural, with common language, and with metalanguage). While it may not lead to students automatically writing better texts, metalinguistic activity does help them to engage in sustained discussion about text choices in the context of text production, something considered of utmost importance in educating good writers. In conclusion, I indicate the theoretical relevance of this concept and suggest the need for more research on how to implement it effectively in the classroom.

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

“…This indicated that some pupils relied on a linear criterion, according to which any element immediately before the verb was a (personal) pronoun. These first results suggested a mismatch between declarative and procedural knowledge (see Fontich, 2016). Nonetheless, analysis of the interviews revealed that while some of the pupils relied quite heavily on some of the previous definitions of pronoun based on the ideas of substitution and reference, these ideas often appeared to be misleading.…”

“…Underpinning this idea is Vygotsky's (1962) claim that "A concept can become subject to consciousness and deliberate control only when it is a part of a system" (92). In the current debate on grammar instruction in the international arena, this issue is a focus of controversy (see Fontich &Camps, 2014, andFontich, 2016).…”

“…The main interest of project work is the motivation of the learner to become involved in the proposal as well as the central attention to the learning processes, referring to which Dewey (1980) claims that "the quality of mental process, not the production of correct answers, is the measure of educative growth" (183);  Mediation of social interaction, together with the situated uses of language (discursive genres), as a guide to the actions undertaken by participants in the project. This conception of knowledge building is underpinned by the parameters of sociocultural theory (Vygotsky, 1962;Bakhtin, 1986;Miller, 2011);  Cognitive psychology postulating metalinguistic activity and the role played by social interaction in triggering this activity (Karmiloff-Smith, 1992;Gombert, 1992), as well as cognitive and socio-cognitive processes in writing (Flower & Hayes, 1989;Bereiter & Sacardamalia, 1987;Nystrand, 1986;Prior, 2006);  Participant implication in the intentional actions related to the goals and the outcomes of the activity, highlighted by activity theory (Leontiev, 1978;Engeström, 1987);  Contributions from language sciences, further widening the object of study to language use beyond a sole description of the system of language, adopting sociocultural approaches to the concept of language itself, as well as to the concept of grammar (see Fontich, 2016, for a synthesis). Subsequent studies that scrutinize the learning processes within instructional sequences convey empirical evidence about the dynamism of metalinguistic activity and consider it beneficial for improving writing.…”

“…These studies conceive grammar learning from the perspective of metalinguistic activity, which is seen as a process that unfolds within human activity (Camps, 2000; see also Milian, 2014;and Fontich, 2016). Humankind conceptualizes the world's objects and processes through linguistic activity; since language itself is a part of the world, humans from the first years of life therefore also become involved in an activity of conceptualizing language through language: they become involved in a process of metalinguistic activity.…”

Between Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learning

“…Studies on language acquisition have shown that the traditional teaching of grammar focused on the knowledge of language structures is far less valuable than metalinguistic awareness and conceptualization of the grammar system achieved by students through natural language activities such as writing, speaking, and reading (Fontich 2016;Milian 2005;Ribas, Fontich & Guasch 2014;Unsworth 2002;Uppstad 2006). The above conclusions advocate a claim that the ability to think deeply about the language and how it is used is far more significant than a mere reproduction of grammar content presented by a teacher, and also than the teaching of a series of grammar rules.…”