This study presents an in-depth inquiry into teachers' beliefs about a language awareness approach to secondary school foreign language education. The study aims to deepen our insight into (the differences in) teachers' beliefs about language awareness and facilitate the discussion about including language awareness in foreign language curricula.…

This study is concerned with finding out how L3 (third language) learners recognize and make conscious use of cross-linguistic similarities and differences and whether their metalinguistic reflections are in correlation with their proficiency. Written text productions of thirteen L3 learners of English, aged 20-25, at different L3 levels (A2, B1,…

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 paper presents the results of a study based on the change in language attitudes experienced by some allochthonous individuals through contact with the sociolinguistic situation in Catalonia. Previous studies have suggested that in some cases, contact with Catalan--a minority language with a valued identity--acts as a stimulus for some…

We know little about what raters rely on when participating in accentedness perception tasks as their qualitative comments are rarely scrutinised. At the same time, we know that (assumed) social information influences listener behaviour. This study investigates rater attitudes to and stereotypes about speakers of different varieties of English,…

This study investigates the multilingual practices and ideologies of North Korean refugee students in neoliberal South Korean society. Language tracking forms were completed over a seven-day period and individual interviews about participants' perceptions of English, Chinese, South Korean, and North Korean were conducted. The findings show that…

This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade 5 and 6 (n = 274), 11-12-year-old, Irish-medium (IM) immersion students' improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides…

The present study examined the effects of languaging by asking four pairs of Chinese university English as a foreign language (EFL) students to rewrite a story from a different perspective through three stages (composing--comparing- revising). Multiple sources of data were collected, including pair discussions, co-constructed writings, individual…

This article reports on a study that investigated the role of metapragmatic awareness of L2 learners in Hong Kong, and the impact it has on language choices when addressing requests in English. Simulated open role-plays and retrospective interviews were used to explore the ways in which mainland Chinese undergraduates assess, plan and produce…

This paper examines the resulting qualitative transformation of two students' metapragmatic awareness following a semester abroad in southern France--one of whom had access to a concept-based pragmatics instruction programme (expert-mediation), while the other followed a standard semester programme. The larger study from which these cases are…

There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an…

In France, most teachers still receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, we believe that many teachers are practising language policies based on beliefs rooted in ideologies unsupported by research…

Recent research has identified certain goals of adult second language (L2) learners and their teachers for writing instruction in English as a second language (ESL), yet questions remain as to whether students' and teachers' goals correspond in ways that achieve instructional objectives and facilitate L2 development. The present study compared L2…

This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT)…

Research has shown that code-switching (CS) between languages in spoken discourse is prevalent in multilingual contexts and is used for many purposes. More recently, it has become the subject of much concern in academic contexts in negatively affecting students' language use and learning. However, while the concern has been increasing, no rigorous…