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• W1595446938 abstract "AbstractThis paper reports on a preliminary study designed to investigate the metalinguistic abilities of first-year and second-year undergraduate student learners of English. In particular it delved into the relationship between the learners' metalinguistic knowledge, the degree of transfer from their first language and their level of language proficiency with respect to the biological factor of gender. Two instruments encompassing a metalinguistic assessment task devised by the researchers, as well as an actual paper-based TOEFL test were the major tools utilized in this research project. The participants of the study comprised 116 freshmen and sophomores majoring English translation at Roudehen university. Findings of the study shed light on an important facet of L2 acquisition in terms of the relationship between the learners' explicit knowledge of language, their overall language proficiency with respect to their educational status and gender as well as the degree to which their L2 performance was affected by the process of language transfer from their L1. The obtained data was submitted to different statistical analyses such as correlational as well as the analysis of variance (two-way ANOVA). The results indicated a moderate correlation between the participants' general language proficiency and their metalinguistic knowledge. Furthermore, the findings of the study did not confirm the idea of the transfer of metalinguistic knowledge across the two languages of Persian and English. Ultimately it became evident that the factors of educational status and gender did not have any significant effect on the learners' performance in dealing with the metalinguistic task. This research project was aimed at making proposals for further research in the light of the obtained results.Key words:metalinguistic knowledge, language transfer, language proficiencyIntroductionAccording to Gass and Selinker (2008) metalinguistic knowledge refers to one's ability to utilize language as an object of inquiry rather than merely as a tool for conversing with others. In other words such awareness stands in opposition with pure use of language which does not necessarily require thinking about language. As mentioned by Bialystock (1988, cited in Gass & Selinker, 2008) the metalinguistic knowledge or the so called ability to think about the language is often linked with an empowered ability to learn a language. In reference to the field of first language acquisition, bilingual children were recognized as being more enriched with metalinguistic knowledge comparing with their monolingual counterparts.However, the picture becomes rather complicated in the field of second language acquisition in which the explicit explanation of target language particularly in the teaching of grammar has been regarded as an unavoidable activity. Kellerman and Smith (1986) believed that in some extreme cases the teaching of the second language was equated with the teaching of the grammar of that language by providing explicit explanations regarding the intended grammatical structures. It is worth remembering that such a perspective regarding L2 language acquisition and teaching, could be easily traced in the educational system of Iran as well, in which language teaching was prominently replicated in the creation of metalinguistic awareness for language items. In other words there has been considerable public concern about the standards of English language teaching and learning in Iran and it is not bizarre to find comments about various inaccuracies in learners' use of English in the classroom.One area of SLA which is flourished with much debate at present time is directly pertinent to students' knowledge about language: Does it seem logical to focus on the relationship between the learners' L2 proficiency and their knowledge of grammatical rules underpinning their second language? Such a controversial issue could be linked to research carried out by several scholars like Krashen, 1981; Skehan, 1986; Bialystok, 1990; Richmon, 1990; James & Garret,1991, cited in Clapham, 1998) regarding the three similar concepts of explicit and implicit language knowledge, the knowledge about language movement and research about language awareness. …" @default.
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• W1595446938 date "2012-03-01" @default.
• W1595446938 modified "2023-09-27" @default.
• W1595446938 title "Metalinguistic Intuition in Fla: A Seminal Enterprise Deserving Deeper Scrutiny" @default.
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