Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 176–195
Talking about language
L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks
Gabriela Adela Gánem-Gutiérrez | University of Essex
Karen Roehr-Brackin | University of Essex
This qualitatively oriented study
investigated the role of second language (L2) metalinguistic
knowledge in languaging during performance on two pedagogic
tasks – a gap-fill and a dictogloss. It involved 14 L1
English university-level learners of L2 Spanish
(N = 8) and L2 German
(N = 6). Drawing on individual
think-aloud protocols and learners’ pair-work interactions,
we investigated the extent to which metalinguistic knowledge
was used during task completion, its purposes, and whether
it was associated with successful task performance. Although
considerable inter-learner variation was in evidence, we
identified a relationship not only between the use of
metalinguistic knowledge and successful task completion but
also between the purpose for which metalinguistic knowledge
was employed during languaging and the balance of expertise
between partners.
Keywords: metalinguistic knowledge, gap-fill, dictogloss, languaging
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.08gan
https://doi.org/10.1075/lllt.55.08gan
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