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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, B2 and C1) with various L1s and a constant variable of L2 German acquired before their L3 were used as prompts for subsequent individual reflection sessions. The retrospective data gave insights into L3 learners' thought processes contributing significantly to the limited number of studies. The results showed that: (a) metalinguistic knowledge about one language did not result in reported activation of that language, (b) self-repair was not correlated with proficiency, (c) there is a link between explicit deficit statements, intuitive statements, over-monitoring, metasyntactic and metaphonological awareness, and their occurrence at B2 level. Finally, the metalinguistic reflection ability was demonstrated to involve an interaction of metalinguistic awareness, cross-linguistic awareness, metalinguistic knowledge, self-repair, detection of violations and analysis of linguistic features. [This paper was presented at the 13th International Conference of the Association for Language Awareness, Vienna, July 2016.]

Examined whether variations in adult native speaker performance arise from variations in working memory capacity or variations in procedural grammatical competence. Three groups of 18-year-old native speakers of English were tested on comprehension and recall of English complex noun phrase constructions. Results support the view that variations in adult native speaker performance arise from variations in procedural grammatical competence. (Author/VWL)

Discusses the role of metalinguistic awareness in multilinguals within the framework of a systems-theoretic approach to multilingual proficiency. Data from trilingual adults on their use of certain problem-solving behavior in think-aloud protocols during the academic writing process are shown to provide evidence of certain processes taking place while performing in a third language. (Author/VWL)

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. In this paper, we studied how primary-school-age children's knowledge about language helps them learning a foreign language. Specifically, we examined two aspects of what has been termed 'metalinguistic awareness'. Theory assumes that metalinguistic awareness consists of (a) knowledge of how languages work and how they are similar or different (metalinguistic analysis) and (b) skills to manipulate or rearrange elements of language and play with them (metalinguistic control). For instance, speakers know how words are ordered in a sentence and how to add endings to make words rhyme. We were interested in how these two aspects of awareness are connected and how they help learners in different areas of foreign language learning. To answer these questions, we collected data from 200 4th-graders in Germany with different linguistic and social backgrounds learning English as a foreign language. We were particularly interested in the early stages of learning a foreign language, where proficiency is still limited. Results show that metalinguistic awareness indeed consists of an analysis and a control component affecting different parts of foreign language learning. Whereas the ability to compare linguistic structures (metalinguistic analysis) is important for English vocabulary learning, the manipulation of language elements (metalinguistic control) helps learning English grammar. Since different types of metalinguistic awareness are important factors during the learning process, teachers should incorporate activities that foster both in the classroom. Overall, comparing and reflecting on language(s) on a metalinguistic level can be a fruitful approach even at the beginning stages of foreign language learning. [ABSTRACT FROM AUTHOR]

These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers' perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers' perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants' views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners' perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers' reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities. [ABSTRACT FROM AUTHOR]

Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers' conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer on non-native teachers' conceptualizations of vocabulary. This paper presents an interview study with Swedish EFL teachers at secondary school level. Fourteen teachers were interviewed about their beliefs and practices in relation to vocabulary development in the classroom. The study shows that despite a general understanding of the importance of vocabulary in language learning among the teachers, vocabulary was not seen as a learning objective in its own right. Closely connected to this understanding, the teachers showed a great reliance on incidental vocabulary learning, where words were understood as "picked up along the way" while doing other things, such as reading and playing games. It was also found that although the teachers showed an awareness of the many aspects involved in word knowledge, they mentioned few methods to work with them. The study suggests a need for a more explicit focus on vocabulary instruction in the language learning classroom. [ABSTRACT FROM AUTHOR]

Internationalisation has brought about remarkable changes at universities all over the world. In the case of the University of the Basque Country (Spain) this is reflected in the increasing presence of English-medium instruction. This paper examines two issues: the university community's perception of (1) the term international university and its interaction with languages and culture; and (2) the effect of English on attitudes towards the minority language, Basque. The participants were 589 subjects (students, teachers, and administration personnel) whose views were sought by analysing their responses to two open questions. Results show that there is a strong association between the presence of different languages and cultures in the conceptualisation of an international university. As for the impact of English on Basque, international students and teachers were mainly positive, whereas local students and administration personnel harboured a more reluctant attitude. Finally, we conclude that it is essential to raise language and cultural awareness in the implementation of multilingualism in higher education. [ABSTRACT FROM AUTHOR]

It is often asserted that UK school-leavers know less grammatical terminology than in earlier years. However, objective data on this supposed phenomenon are somewhat scarce. The study reported in this paper aimed to see whether and to what extent knowledge about language (KaL) has declined over three decades, and how this might relate to university studies and the English school-leaving examinations known as A-level. We analysed data collected in a test-based survey of UK university undergraduates and compared them with a similar test-based survey conducted in 1986. We also put the studies in context by comparing the performance of UK home students with that of students in and from other countries. In addition, we analysed recent pre- and post-test data on whether courses of instruction in grammar improve undergraduates’ knowledge of grammatical terminology. Our results show a general reduction in school-leavers’ knowledge of grammatical terminology since 1986. Moreover, UK students have a much weaker knowledge than do non-UK students. Studying a foreign language leads to somewhat better levels of KaL, but this is not true for English language A-level. However, our results confirm that university-level instruction does improve awareness of and ability to use grammatical terminology. We end by discussing the value of KaL. [ABSTRACT FROM PUBLISHER]