The present study looks at pre-service teachers' beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-­service teachers in Germany during the course of one semester. The…

'High-quality talk' is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted to characterize this talk with attention to the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how the concepts of procedural and declarative metalinguistic knowledge…

The contribution of phonological memory to syntactic abilities has been demonstrated in various populations, but its relationship to metasyntactic abilities, defined as the ability to control syntactic aspects of language, remains largely unexplored. This study therefore aims to examine the contribution of phonological memory in the completion of…

In the field of third language acquisition metalinguistic awareness is posited to be a fundamental component of multilingual competence and a key factor facilitating the acquisition of additional languages. Building upon Bialystok's model of attention and control, and Wrembel's research into metaphonological awareness in adult L3 learners, this…

This study sought to contribute to the growing literature on third and subsequent language learning by establishing whether bilingualism has an effect on ability to learn a subsequent language, as indicated by a measure of language aptitude, the Defense Language Aptitude Battery (DLAB). Test results were obtained for 142 diplomatic officers in the…

This study investigates early childhood educators' language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we…

This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality…

While theoretical approaches to error correction vary in the second language acquisition (SLA) literature, most sources agree that such correction is useful and leads to learning. While some point out the relevance of the communicative context in which the correction takes place, others stress the value of consciousness-raising. Trying to…

Examines the subprocesses of reading, as identified in first- and second-language reading research, and the two types of input required, i.e., data from the text and learner stored data. It is argued that, through activities designed to work with each one of the subprocesses in turn, attention can be focused on the subprocess as well as the…

This paper considers initial findings of a research study examining the strategic behavior of nonnative speakers of English when they are faced with situations requiring pragmatic competence in a second language. The development of first-language pragmatic competence is described then the acquisition of pragmatic competence by adult…

Presents a language-awareness (LA) perspective on the concept of autonomy in second-language learning. The article distinguishes between two kinds of LA, examines child development and the role played by metalinguistic knowledge and literacy in first-language acquisition and examines the role played by both kinds of LA in second-language pedagogy.…

The role of recasts has been the subject of an increasing number of second language acquisition (SLA) studies in recent years, as has been the role of tasks. Few studies, nevertheless, exist that investigate the interaction between the two. The present study makes a preliminary excursion into this unexplored domain by examining the impact of two…

Discusses the relations in learning between primary (L1) and second languages, including the theme of language learning and face-to-face verbal interaction; the conjunction of research in language learning and in bilingualism; and work on the role of metalinguistc activities in this area. Notes that the ethnographic data collected show that resort…

Reexamines the interface between foreign language study and language awareness (LA) in the light of developments since LA was first proposed 25 years ago. (Author/VWL)

This paper analyses the opinions, awareness and perceptions of trilingual or multilingual students, regarding their language teacher. Findings of a comparative study carried out in two different cultural contexts, Ireland and Israel, are discussed, where participants (435 in total) included Russian-speaking students in Israel studying English or…