Knowledge Representations Underlying Covert Metalinguistic Activity: A Working Hypothesis

Autor/in	Gutierrez, Xavier
Titel	Knowledge Representations Underlying Covert Metalinguistic Activity: A Working Hypothesis
Quelle	In: Language Awareness, 20 (2011) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2011.573855
Schlagwörter	Metalinguistics; Second Language Learning; Role; Bilingualism; Collaborative Writing; English (Second Language); Foreign Countries; French Canadians; Second Language Instruction; Grade 11; High School Students; Canada + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zweitsprachenerwerb; Rollen; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Frankokanadier; Fremdsprachenunterricht; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kanada
Abstract	Covert metalinguistic activity has received little attention in the field of second language (L2) education, even though the few studies that have examined this type of attention to language note that it plays a role in L2 learning and use. However, little is known about this phenomenon. The study reported in this article focuses on the knowledge representations at the basis of covert metalinguistic activity. The interaction of seven groups of bilingual learners writing collaboratively in their L2, English, was analysed into language-related episodes (LREs). The data show that turns with explicit knowledge of language occurring in covert LREs may constitute evidence that the knowledge representations underlying this form of attention to language are likely explicit (i.e. conscious and potentially verbalisable). Further support for this working hypothesis comes from arguments found in related literature about explicit knowledge. The article emphasises the need for further research on this type of metalinguistic activity and discusses methodological approaches that might help confirm this hypothesis, as well as pedagogical implications. (Contains 2 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10