Metalinguistic Awareness and Second Language Acquisition is the first book to present an in-depth overview of metalinguistic awareness as it relates to SLA. In this volume, Roehr-Brackin discusses metalinguistic awareness in the context of both child and adult language learning, and outlines the various methods that can be used to measure metalinguistic awareness. The author presents different approaches to metalinguistic awareness, including a cognitive-developmental perspective that explains how the concept relates to literacy, and an applied linguistics perspective that understands metalinguistic awareness as explicit or conscious knowledge about language. Roehr-Brackin explores the role of metalinguistic awareness in language education aimed at young learners, as well as in instructed adult SLA. This book is an excellent resource for those researching or taking courses in second language acquisition, bi- and multilingualism, and language teaching.
| Series Editor's Preface |
|
ix | |
|
|
|
1 | (4) |
|
1.1 Terminology and Definitions |
|
|
1 | (2) |
|
|
|
3 | (2) |
|
2 A Cognitive-Developmental Perspective on Metalinguistic Awareness |
|
|
5 | (37) |
|
2.1 Metalinguistic Awareness in Development |
|
|
5 | (8) |
|
2.2 Metalinguistic Awareness and Literacy |
|
|
13 | (7) |
|
2.3 Bialystok's Framework of Analysis and Control |
|
|
20 | (2) |
|
2.4 `Bilingual Advantage' Research |
|
|
22 | (11) |
|
2.5 A `Bilingual Advantage' for L2 Learners? |
|
|
33 | (9) |
|
3 Metalinguistic Awareness in Language Education |
|
|
42 | (20) |
|
3.1 Multilingualism and the `M-Factor' |
|
|
42 | (2) |
|
|
|
44 | (9) |
|
3.3 Metalinguistic Awareness in the Primary-School Classroom |
|
|
53 | (9) |
|
4 Metalinguistic Awareness as Explicit Knowledge and Learning: Theoretical Premises |
|
|
62 | (27) |
|
4.1 The Interface of Explicit and Implicit Knowledge |
|
|
62 | (11) |
|
4.2 Attention, Awareness and Metalinguistic Understanding |
|
|
73 | (9) |
|
|
|
82 | (4) |
|
4.4 Metalinguistic Awareness and Language Learning Aptitude |
|
|
86 | (3) |
|
5 Metalinguistic Awareness as Explicit Knowledge and Learning: Empirical Evidence |
|
|
89 | (1) |
|
5 1 Effects of Explicit Learning and Teaching on L2 Knowledge and Use |
|
|
89 | (25) |
|
5.2 Relating Explicit Knowledge, L2 Achievement and Use |
|
|
100 | (6) |
|
5.3 The Role of Learner and Input Variables |
|
|
106 | (8) |
|
6 Measuring Metalinguistic Awareness |
|
|
114 | (20) |
|
6.1 Tests and Self-Report as Measures of Explicit Knowledge |
|
|
114 | (13) |
|
6.2 Metalinguistic Awareness in Children and Low-Educated Adults |
|
|
127 | (5) |
|
6.3 Measures of Executive Function |
|
|
132 | (2) |
|
|
|
134 | (3) |
|
7.1 Two Theoretical Perspectives |
|
|
134 | (1) |
|
7.2 Directions for Future Research |
|
|
135 | (2) |
| References |
|
137 | (14) |
| Index |
|
151 | |
Karen Roehr-Brackin is Senior Lecturer in the Department of Language and Linguistics at the University of Essex, UK. She works in the area of second language acquisition. Her research interests include explicit and implicit knowledge and learning, as well as the role of individual learner differences such as language learning aptitude, working memory and cognitive/learning style in adult and child second language learning.
