Well-formed vs. ill-formed strings in L2 metalingual tasks
Specifying features of grammaticality judgements
Bibliographic Data
| ID | 11656301 |
|---|---|
| Authors | John Hedgcock (University of Houston), John S Hedgcock (University of Houston, corresponding author) |
| Year | 1993 |
| Volume | 9 |
| Issue | 1 |
| Pages | 1-21 |
| Publication date | 1993-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/026765839300900101 |
| OpenAlex | W2017446329 |
| Language | EN |
| Citations received | 7 |
| References cited | 39 |
The use of metalingual tasks in L2 acquisition research has recently been challenged by a number of critics on the grounds that they may constitute only an indirect and unreliable reflection of learner competence. Recent research involving metalingual judgements tests has revealed that learners' reactions to well-formed and ill-formed strings emerge largely as a result of the cognitive processes brought about by the particular characteristics of the linguistic stimulus. Moreover, the assumption that learner judgements tap into a unitary or stable knowledge source has been called into question, since a number of knowledge systems and levels of awareness have been found to contribute to learner performance in L2. Because disagreement continues about the usefulness of metalingual judgements and the information they can provide, this article aims to clarify currently established perspectives on this issue, particularly with respect to the question of how learners' tolerance of ill-formedness compares to their acceptance of well-formedness. It will be argued that specific aspects of the form and content of grammatical and ungrammatical test strings may strongly influence the saliency of certain malformations, and impact the decision-making process in systematic ways
Cognition · Cognitive psychology · Competence (human resources · Grammar · Grammaticality · Linguistic competence · Linguistics · Second-language acquisition · Unitary state · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Social Psychology
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The Role of Consciousness in Second Language Learning1
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The Development of L2 Intuitions
Real Reality Revisited
Language, cognition, and second language grammaticality judgments
The relativity of linguistic intuition
Effect of repetition on grammaticality judgments under objective and subjective self-awareness conditions
Explicit and Implicit Judgements of L2 Grammaticality
Hypothesis Testing in Second-language Acquisition Theory
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| Unique citing works | 7 |
|---|---|
| Citations per year | 0.24 |
| Citation span | 1997 - 2022 (26) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |