An Examination of the Relationship between Metalinguistic Awareness and Second-language Proficiency of Adult Learners of French

Bibliographic Data

ID20403845
AuthorsJanet Renou (corresponding author)
Year2001
Volume10
Issue4
Pages248-267
Publication date2001-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Awareness (JOURNAL)
Journal identifiersISSN: 0965-8416 • E-ISSN: 1747-7565
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09658410108667038
OpenAlexW2124938348
LanguageEN
Citations received21
References cited13

This paper presents the results of a quantitative study investigating the relationship between metalinguistic awareness (MLA) and second-language proficiency (L2) of 64 university level learners of French. The theoretical framework driving this study posits that linguistic and metalinguistic proficiency are composed of two components – 'analysed knowledge' and 'control' over that knowledge (Bialystok & Ryan, 1985a). Learners' performances on two grammaticality judgement tests and on a test of L2 proficiency were examined in the context of the demands made upon these two components and according to whether the learners had been exposed to a communicative or grammar approach to L2 learning. Significant differences were found in learners' performance depending upon task demands. Results showed a positive relationship between scores on the judgement tests, the operationalisation of MLA, and the test of L2 proficiency for the entire sample. However, once learners were grouped according to learning approaches, there was no longer a positive relationship for the communicative group

Grammar · Grammaticality · Judgement · Language proficiency · Linguistics · Mathematics education · Metalinguistic awareness · Metalinguistics · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

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