Metalinguistic Awareness and Second Language Acquisition

Roehr-Brackin, Karen

doi:10.4324/9781315661001

Cited by 57 publications

(40 citation statements)

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“…This pattern of findings is often explained with reference to young children's reliance on primarily implicit learning mechanisms, which require both extensive and intensive long-term input to be successful, and adolescents' and adults' more developed capacity to draw on explicit learning processes, which are cognitively resource-intensive, but also potentially fast and efficient and thus especially useful in the limited-input setting of a typical L2 classroom. The success or otherwise of explicit learning in particular has been linked with individual learner differences, especially language learning aptitude and metalinguistic awareness (Roehr-Brackin, 2015, 2018Tellier & Roehr-Brackin, 2017). As children mature and gradually develop the ability to learn explicitly, the question arises to what extent language learning aptitude and metalinguistic awareness play a role in their instructed L2 learning.…”

Section: Introductionmentioning

confidence: 99%

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

Roehr-Brackin

Tellier

2019

Stud Second Lang Acquis

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Language-analytic ability, or the ability to treat language as an object of analysis and arrive at linguistic generalizations, is at the core of the constructs of language learning aptitude and metalinguistic awareness, which are implicated in our ability to learn explicitly. In the context of child second language (L2) learning, it has been argued that children learn primarily implicitly and that the most important component of aptitude may be memory ability. However, no empirical research to date has investigated the relationship and development of aptitude and metalinguistic awareness longitudinally as well as examined their predictive power for children's L2 achievement in the classroom. In a study with English-speaking learners aged 8-9 (N 5 111), we found that although aptitude and metalinguistic awareness were (still) dynamic, they significantly predicted children's achievement in L2 French. Moreover, language-analytic ability proved to be the component with the strongest predictive power. This finding suggests that it may not be level of cognitive maturity alone that determines children's approach to L2 learning; experiencing explicit, form-focused instruction may foster the role of language-analytic ability even in children as young as 8-9 years.

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Section: Introductionmentioning

confidence: 99%

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

Roehr-Brackin

Tellier

2019

Stud Second Lang Acquis

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“…Moreover, the participants' lack of exposure to reading products and other forms of information could have been led to the incorrect assumption in the mind of the topics during the listening test. People who could not share the same idea as the others who have experienced events and situations cannot imagine and react correctly to those events and situations, as suggested by Roehr-Brackin (2018). Although the information to support people's knowledge is not complicated to find, either through products containing information or real life, the participants are still struggling to acquire it.…”

Section: Resultsmentioning

confidence: 99%

“…However, receptive skills are highly used since they are widely administered in various language proficiency tests. Learning English or any other language involves many factors, which could be simplified as factors of linguistics and non-linguistic, metalinguistic (Roehr-Brackin, 2018), and metacognitive awareness (Kallio, Virta, & Kallio, 2018). However, the research is more focused on investigating the impact and role of metacognitive awareness in English mastery, particularly for listening and reading comprehension in higher education, which will be explained in section.…”

Section: Introductionmentioning

confidence: 99%

“…Those awareness have an artificial role, particularly the process of completing the tasks and reflect the result for improvement. The term metacognition refers to people's consciousness of how to react to events or situations, which involve their internal cognitive competence after periods of experience in the same situations (Roehr-Brackin, 2018). Furthermore, metacognitive awareness is the capacity that allows people to decide, plan, organize, and monitor their learning in order to perform better either for their activities, tasks, or tests.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Metacognitive Awareness and Receptive Skills of University Students

Erda

2020

Lingua Cultura

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The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.

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“…Διαπιστώθηκε ότι οι άνθρωποι, μέσα από ένα μικρό αριθμό στοιχείων, στα πλαίσια ενός γλωσσικού συστήματος, μπορούν να παράγουν και να κατανοούν έναν απεριόριστο αριθμό προτάσεων συνδυάζοντας τα ίδια λίγα στοιχεία σε διαφορετικά μοτίβα (Funnell, 1983). Φτάνοντας τα τελευταία χρόνια 20 με 30 χρόνια σε μια συναρπαστική, νέα προσέγγιση στη μελέτη της γλώσσας, τη μεταγλωσσική ικανότητα ( Roehr-Brackin, 2018).…”

Section: κεφ 1 ο : φωνολογικη ενημεροτηταunclassified

Ο Ρόλος Της Φωνολογικής Ενημερότητας Και Της Εργαζόμενης Μνήμης Στην Εκμάθηση Της Ανάγνωσης Μαθητών Πρώτης Σχολικής Ηλικίας Με Μαθησιακές Δυσκολίες, Σε Δίγλωσσο Περιβάλλον

Tsampalas¹,

Τσαμπαλάς²

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Οι μαθητές με μαθησιακές δυσκολίες (ΜΔ) εκδηλώνουν μεγάλο εύρος δυσκολιών σε επιμέρους τομείς του γραπτού λόγου, οι οποίες οφείλονται σε ποικίλους παράγοντες. Αναφορικά με τον τομέα της ανάγνωσης, οι φτωχές δεξιότητες αποκωδικοποίησης και αναγνώρισης λέξεων, το περιορισμένο λεξιλόγιο, οι περιορισμένες αντιλήψεις σχετικά με τη δομή του κειμένου, οι αναποτελεσματικές στρατηγικές προσέγγισης οδηγούν σε ελλειπή κατανόηση κειμένου και κατ’ επέκταση στην αδυναμία κατάκτησης της αναγνωστικής δεξιότητας. Σήμερα, μεγάλος αριθμός ερευνών επιβεβαιώνει τη σημασία της ακεραιότητας του φωνολογικού συστήματος και της σωστής λειτουργίας της επεξεργασίας αυτών των πληροφοριών, που είναι αποθηκευμένες με ένα καλά κατηγοριοποιημένο τρόπο και βοηθούν στην καλή αποκωδικοποίηση των γραπτών λέξεων. Εξίσου, επιβεβαιώνεται ότι με την ικανότητα ανάγνωσης και την κατανόηση των κειμένων συνδέεται άρρηκτα η Εργαζόμενη Μνήμη, καθώς όποια και αν είναι η κατάσταση της αποκωδικοποίησης, η Εργαζόμενη Μνήμη επιτρέπει τη διατήρηση πληροφοριών, ώστε να χρησιμοποιηθούν όταν και εφόσον παρουσιαστεί κάποιο πρόβλημα κατά την κατανόηση. Κύριο σκοπό της παρούσας έρευνας αποτέλεσε η μελέτη και ανάδειξη συσχέτισης της Φωνολογικής Ενημερότητας και της Εργαζόμενης Μνήμης με την αναγνωστική ικανότητα μαθητών πρώτης σχολικής ηλικίας με Μαθησιακές Δυσκολίες σε δίγλωσσο εκπαιδευτικό περιβάλλον. Επιπρόσθετα, κύριο ζητούμενο αποτέλεσε η εξαγωγή ορθών αποτελεσμάτων και κατάλληλων συμπερασμάτων, τα οποία σε ακολουθία ανάλογων ευρημάτων της διεθνούς βιβλιογραφίας θα συμβάλουν ώστε να τεθούν προβληματισμοί για περαιτέρω έρευνα των παραγόντων που επηρεάζουν το επίπεδο αναγνωστικής ικανότητας των μαθητών με Μαθησιακές Δυσκολίες. Για την συλλογή των δεδομένων κατάλληλα σταθμισμένα ψυχομετρικά εργαλεία χορηγήθηκαν σε ένα ικανοποιητικό δείγμα μαθητών πρώτης σχολικής ηλικίας και γονέων και εκπαιδευτικών, σε σχολεία της Κύπρου.Τα αποτελέσματα της επεξεργασίας των δεδομένων ανέδειξαν στατιστικά σημαντική συσχέτιση μεταξύ της φωνολογικής ενημερότητας και της εργαζόμενης μνήμης σε Κύπριους μαθητές με μαθησιακές δυσκολίες. Αξιολογώντας τα ευρήματα της παρούσας έρευνας, κρίνεται σημαντική η συμβολή τους αφενός στην κατανόηση των σύνθετων αλληλεπιδράσεων των παραπάνω παραγόντων στην εκδήλωση των μαθησιακών δυσκολιών και αφετέρου, στην εφαρμογή κατάλληλων μορφών παρέμβασης στην εκπαιδευτική πράξη.

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Metalinguistic Awareness and Second Language Acquisition

Cited by 57 publications

References 0 publications

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning

The Relationship between Metacognitive Awareness and Receptive Skills of University Students

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