Article published in:
Language Problems and Language Planning
Vol. 42:1 (2018) ► pp. 89111
References

References

Anderson, J. R.
(2005) Cognitive psychology and its implications (6th ed.). New York: Worth Publishers.Google Scholar
Baker, C.
(2006) Foundations of bilingual education and bilingualism (4th ed.). Clevedon: Mutilingual Matters.Google Scholar
Barton, A., Bragg, J., & Serratrice, L.
(2009) ‘Discovering language’ in primary school: An evaluation of a language awareness programme. Language Learning Journal, 37(2), 145–164. CrossrefGoogle Scholar
Bialystok, E.
(2001) Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Bialystok, E., Peets, K., & Moreno, S.
(2014) Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35, 177–191. CrossrefGoogle Scholar
Birdsong, D.
(1989) Metalinguistic performance and interlinguistic competence. Berlin: Springer. CrossrefGoogle Scholar
Bouffard, L., & Sarkar, M.
(2008) Training 8-year-old immersion students in metalinguistic analysis: An innovation in form-focused pedagogy. Language Awareness, 17(1), 3–24. CrossrefGoogle Scholar
Carroll, J. B., & Sapon, S. M.
(2002) Modern language aptitude test – Elementary: MLAT-E. Rockville, MD: Second Language Testing Foundation.Google Scholar
Corsetti, R., & LaTorre, M.
(1995) Quale lingua prima. Language Problems and Language Planning, 19, 26–46. CrossrefGoogle Scholar
Dörnyei, Z.
(2009) The psychology of second language acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, N. C.
(1994) Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. AILA Review, 11, 37–56.Google Scholar
Ellis, R.
(2004) The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275. CrossrefGoogle Scholar
Erlam, R.
(2005) Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9(2), 147–171. CrossrefGoogle Scholar
Fantini, A., & Reagan, T.
(1992) Esperanto and education: Toward a research agenda. http://​dok​.esperantic​.org​/f​-r1​.htm 8 July 2011.
Fisher, A.
(1921) Modern languages by way of Esperanto. Modern Languages, 5(6), 179–182.Google Scholar
Formaggio, E.
(1990) Lerneja eksperimento pri lernfacileco kaj transfero en la fremdlingvoinstruado. Internacia Pedagogia Revuo, 20, 1–9.Google Scholar
Gombert, J. E.
(1992) Metalinguistic development. Hemel Hempstead: Harvester.Google Scholar
Halloran, J. H.
(1952) A four year experiment in Esperanto as an introduction to French. British Journal of Educational Psychology, 22(3), 200–204. CrossrefGoogle Scholar
Hanan, R.
(2015) The effectiveness of explicit grammar instruction for the young foreign language learner: A classroom-based experimental study. Unpublished PhD Thesis, University of York.Google Scholar
Harley, B.
(1998) The role of focus-on-form tasks in promoting child L2 acquisition. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 156–174). Cambridge: Cambridge University Press.Google Scholar
Hulstijn, J. H.
(2005) Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129–140. CrossrefGoogle Scholar
Jones, N., Barnes, A., & Hunt, M.
(2005) Thinking through languages: A multi-lingual approach to primary school languages. Language Learning Journal, 32(1), 63–67. CrossrefGoogle Scholar
Karmiloff, K., & Karmiloff-Smith, A.
(2002) Pathways to language: From fetus to adolescent. Cambridge, MA: Harvard University Press.Google Scholar
Lichtman, K.
(2013) Developmental comparisons of implicit and explicit language learning. Language Acquisition, 20(2), 93–108. CrossrefGoogle Scholar
(2016) Age and learning environment: Are children implicit second language learners? Journal of Child Language, 43(3), 707–730. CrossrefGoogle Scholar
Lodge, O.
(2004) School teaching and school reform. London: Elibron Classics. Original publication 1905.Google Scholar
Markarian, R.
(1964) The educational value of Esperanto teaching in the schools. Rotterdam: Universala Esperanto-Asocio.Google Scholar
Masson, H.
(2006) Quel parti la language française peut-elle tirer de la défense et de l’illustration de l’espéranto? La Informilo, 133, 25–28.Google Scholar
Maxwell, D.
1988On the acquisition of Esperanto. Studies in Second Language Acquisition, 10, 51–61. CrossrefGoogle Scholar
Milton, J. & Alexiou, T.
(2006) Language aptitude development in young learners. In C. Abello-Contesse, R. Chacón-Beltrán, M. D. López-Chiménez & M. del Mar Torreblanca-López (Eds.), Age in L2 acquisition and teaching (pp. 177–192). Oxford: Peter Lang.Google Scholar
Porter, A.
(2014) An early start to French literacy: Learning the spoken and written word simultaneously in English primary schools. Unpublished PhD thesis, University of Southampton.Google Scholar
Rodríguez, S., Luis, H., & Roehr-Brackin, K.
(2016) Language learning aptitude and working memory as predictors of instructed adult L2 learners’ explicit and implicit L2 knowledge. Paper presented at the Cognitive Approaches to Language Pedagogy 2 conference, Basel, Switzerland, 10–11 June.
Roehr, K.
(2012) The Springboard to Languages evaluation project: a summary report. In A. Tellier (Ed.), Esperanto as a starter language for child second-language learners in the primary school (pp. 23–34). Stoke-on-Trent: Esperanto UK.Google Scholar
Roehr, K., & Gánem-Gutiérrez, G. A.
(2009) The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness, 18(2), 165–181. CrossrefGoogle Scholar
Schmidt, R. W.
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Serrano, R.
(2011) From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness, 20(1), 1–16. CrossrefGoogle Scholar
Sparks, R., Patton, J., Ganschow, L., & Humbach, N.
(2009) Long-term crosslinguistic transfer of skills from L1 to L2. Language Learning, 59(1), 203–243. CrossrefGoogle Scholar
(2011) Subcomponents of second-language aptitude and second-language proficiency. Modern Language Journal, 95(2), 253–273. CrossrefGoogle Scholar
Svalberg, A. M. -L.
(2007) Language awareness and language learning. Language Teaching, 40(4), 287–308. CrossrefGoogle Scholar
Symoens, E.
(1989) The socio-political, educational and cultural roots of Esperanto. Antwerpen: Internacia Ligo de Esperantistaj Instruistoj.Google Scholar
(1992) Al nova internacia lingvopolitiko: La propedeŭtika valoro de Esperanto (Vol. 28–29E Esperanto-Dokumento). Rotterdam: Universala Esperanto-Asocio.Google Scholar
Tellier, A.
(2013) Developing a measure of metalinguistic awareness for children aged 8–11. In K. Roehr and G. A. Gánem-Gutiérrez (Eds.), The metalinguistic dimension in instructed second language learning (pp. 15–43). London: Bloomsbury.Google Scholar
(2015) Metalinguistic awareness and foreign language learning in primary school: A classroom study with children aged 8 to 9 years. Unpublished PhD thesis, University of Essex.Google Scholar
(Ed.) (2012) Esperanto as a starter language for child second-language learners in the primary school. Stoke-on-Trent: Esperanto UK.Google Scholar
Tellier, A., & Roehr-Brackin, K.
(2013a) The development of language learning aptitude and metalinguistic awareness in primary-school children: A classroom study. Essex Research Reports in Linguistics, 62(1), 1–28.Google Scholar
(2013b) Metalinguistic awareness in children with differing language learning experience. EuroSLA Yearbook, 13, 81–108. CrossrefGoogle Scholar
(2017) Raising children’s metalinguistic awareness to enhance classroom second language learning. In M. del P. García Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. 22–48). Bristol: Multilingual Matters. CrossrefGoogle Scholar
Thorndike, E. L., & Kennon, L.
(1927) Progress in learning an auxiliary language: A report. New York, NY: Institute of Educational Research, Columbia University.Google Scholar
Tinsley, T., & Board, K.
(2016) Language trends 2015/16: The state of language learning in primary and secondary schools in England. British Council. Reading: Education Development Trust. 51. https://​www​.britishcouncil​.org​/sites​/default​/files​/language​_trends​_survey​_2016​_0​.pdf.
White, J., & Ranta, L.
(2002) Examining the interface between metalinguistic task performance and oral production in a second language. Language Awareness, 11(4), 259–290. CrossrefGoogle Scholar
White, L., Spada, N., Lightbown, P., & Ranta, L.
(1991) Input enhancement and L2 question formation. Applied Linguistics, 12(4), 416–432. CrossrefGoogle Scholar
Williams, N.
(1965a) A language teaching experiment. Canadian Modern Language Review, 22, 26–28. CrossrefGoogle Scholar
(1965b) Report on the teaching of Esperanto from 1948 to 1964. Manchester: Denton Egerton Park County School.Google Scholar
Cited by

Cited by 2 other publications

ARAY, Başak
2020. Aradiller ve Aradilbilim. Trakya Üniversitesi Edebiyat Fakültesi Dergisi Crossref logo
Schreyer, Christine
2020.  In The International Encyclopedia of Linguistic Anthropology,  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 05 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.