Differential Effects of Metalinguistic Awareness Components in Early Foreign Language Acquisition of English Vocabulary and Grammar

Autor/inn/en	Kieseier, Teresa; Thoma, Dieter; Vogelbacher, Markus; Holger, Hopp
Titel	Differential Effects of Metalinguistic Awareness Components in Early Foreign Language Acquisition of English Vocabulary and Grammar
Quelle	In: Language Awareness, 31 (2022) 4, S.495-514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kieseier, Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2093888
Schlagwörter	Metalinguistics; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Elementary School Students; Grammar; Phonemes; Foreign Countries; Predictor Variables; Comparative Analysis; Language Proficiency; Oral Language; Teaching Methods; Instructional Effectiveness; Alphabets; Task Analysis; Correlation; Individual Characteristics; German; Native Language; Socioeconomic Status; Language Fluency; Bilingualism; Germany + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Grammatik; Fonem; Ausland; Prädiktor; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Buchstabenschrift; Aufgabenanalyse; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Deutscher; Socio-economic status; Sozioökonomischer Status; Bilingualismus; Deutschland
Abstract	Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01