Changes in L2 Writers' Self-Reported Metalinguistic Knowledge of Lexical Phrases over One Academic Year

Autor/in	Çandarli, Duygu
Titel	Changes in L2 Writers' Self-Reported Metalinguistic Knowledge of Lexical Phrases over One Academic Year
Quelle	In: Language Learning Journal, 48 (2020) 6, S.768-784 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çandarli, Duygu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1520914
Schlagwörter	Second Language Learning; Second Language Instruction; Metalinguistics; Phrase Structure; Prior Learning; Essays; Writing (Composition); Native Language; Turkish; College Freshmen; English (Second Language); Language of Instruction; Recall (Psychology); Student Attitudes; Language Processing; Correlation; Language Usage; Learning Experience; Academic Language; Foreign Countries; Attitude Change; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Metalanguage; Metasprache; Phrasenstruktur; Vorkenntnisse; Essay; Aufsatzunterricht; Schreibübung; Türkisch; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Abberufung; Schülerverhalten; Sprachverarbeitung; Korrelation; Sprachgebrauch; Lernerfahrung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Attitudinal change; Einstellungsänderung; Türkei
Abstract	Metalinguistic knowledge is regarded as an important factor in the development of writing. However, little attention has been paid to the metalinguistic knowledge of L2 writers in non-anglophone contexts. This study investigates L1-Turkish-speaking, first-year university students' metalinguistic knowledge of the lexical phrases they use in their own academic writing, in English at an English-medium university. Stimulated recall protocols were carried out with 10 participants at both the beginning of the first semester and the end of the second semester of their first year at university. The results show that the participants' self-reported metalinguistic understanding of lexical phrases tended to shift from low- and medium-level awareness to high-level awareness, although variability was found within the group. This study also provides evidence for a moderate negative correlation between the levels of metalinguistic knowledge and frequencies of lexical phrases in L2 writers' essays. The participants' metalinguistic understanding of lexical phrases seems to be shaped by their prior learning experiences and their conceptualisations of lexical phrases. This qualitative perspective provides new understandings into lexical phrases in academic writing, which would not be gained through only examining L2 writers' texts. The findings have implications for teaching English and academic writing in English-medium instruction contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01