Cover not available
Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 27:2 (2014) ► pp.275–296

Variables en el desarrollo de la reflexión metalingüística (L1) de alumnos plurilingües en el primer año universitario

The deficiencies in metalinguistic reflection of the Spanish language (L1) in the first degree course for Modern Languages is the origin of this research. The objective is to find the variable that has a greater influence on the development of metalinguistic reflection as part of the multilingual competence. The European Higher Education Area (EHEA), offered 43 students a classroom workshop production of texts. The selected variables are related to the knowledge of other languages (L1, L2 and L3), intrinsic motivation to participate voluntarily in autonomous work and years of studies in Spanish language. Through the analysis of Pearson correlation index it is concluded that the most influential variable in improving is motivation, followed by knowledge of other languages. This result is useful for future educational activities in Higher Education.

Keywords: metalinguistic reflection, language awareness, European Higher Education Area (EHEA), Spanish language

Article language: Spanish

Published online: 8 December 2014
DOI logo
https://doi.org/10.1075/resla.27.2.02cac
References
Andión Herrero, M.A
(2008) Modelo, estándar y norma …, conceptos imprescindibles en el español L2/LE. Revista Española de Lingüística Aplicada, 281, 9–26.Google Scholar
Ammar, A., Lightbown, P., & Spada, N
(2010) Awareness of L1/L2 differences: Does it matter? Language Awareness, 19(2), 129–146. DOI logoGoogle Scholar
ANECA
(2005) Libro Blanco: Título de grado en estudios en el ámbito de la lengua, literatura, cultura y civilización. Madrid: Agencia Nacional de Evaluación de la Calidad y la Acreditación.Google Scholar
(2013) Guía de apoyo para la redacción, puesta en práctica y evaluación de los resultados de aprendizaje. Madrid: Agencia Nacional de Evaluación de la Calidad y la Acreditación.Google Scholar
Breidbach, S
(2002) European communicative integration: The function of foreign language teaching for the development of a European public sphere. Language, Culture and Curriculum, 15(3), 273–283. DOI logoGoogle Scholar
Cabaleiro González, M.B
(2003) La escritura en L1 y L2: estudio empírico. Revista Española de Lingüística Aplicada, 21, 33–52.Google Scholar
Carter, R
(2003) Key concepts in ELT: Language awareness. Language Awareness, 57(1), 64–65.Google Scholar
Chan, V
(2003) Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 81, 33–54. DOI logoGoogle Scholar
Chan, V., Spratt, M., & Humphreys, G
(2002) Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Evaluation & Research in Education, 16(1), 1–18. DOI logoGoogle Scholar
Ching, L.C
(2002) Strategy and self-regulation instruction as contributors to improving students’ cognitive model in an ESL Program. English for Specific Purposes, 211, 261–289. DOI logoGoogle Scholar
Comisión Europea
(2009) Guía de uso del ECTS. [Disponible en [URL]].
Delgado García, A
(2005) Competencias y diseño de la evaluación continua y final en el Espacio Europeo de Educación Superior. Madrid: MEC.Google Scholar
De Miguel, M
(2005) Modalidades de enseñanza centradas en el desarrollo de competencias: Orientaciones para promover el cambio metodológico en el marco del EEES. Madrid: MEC.Google Scholar
Dörnyei, Z., & Ushioda, E
(2011) Teaching and researching motivation. Harlow, UK: Pearson Education.Google Scholar
Ellis, R
(2006) Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431–63. DOI logoGoogle Scholar
(2009) A typology of written corrective feedback types. ELT Journal, 21, 97–107.Google Scholar
Ellis, R., Loewen, S., & Erlam, R
(2006) Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 281, 339–368. DOI logoGoogle Scholar
Erlam, R., Philp, J., & Elder, C
(2009) Exploring the explicit knowledge of TESOL teacher trainees: Implications for focus on form in the classroom. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 216–236). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Evans, N., Hartshornb, K., & Strong-Krausec, D
(2011) The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System: An International Journal of Educational Technology and Applied Linguistics, 39(2), 229–239. DOI logoGoogle Scholar
Gánem-Gutiérrez, G.A., & Roehr, K
(2011) Use of L1, metalanguage, and discourse markers: L2 learners’ regulation during individual task performance. International Journal of Applied Linguistics, 21(3), 297–318. DOI logoGoogle Scholar
Gardner, R
(2010) Motivation and second language acquisition. Nueva York: Peter Lang.Google Scholar
Gibson, M., & Hufeisen, B
(2006) Metalinguistic processing control mechanisms in multilingual learners of English. International Journal of Multilingualism, 3(2), 139–153. DOI logoGoogle Scholar
Gutiérrez, X
(2013) Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish. Language Awareness, 22(2), 176–191. DOI logoGoogle Scholar
Haim, O
(2014) Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools. International Journal of Multilingualism, 11(1), 41–61 DOI logoGoogle Scholar
Henry, A
(2014) The motivational effects of crosslinguistic awareness: Developing third language pedagogies to address the negative impact of the L2 on the L3 selfconcept. Innovation in Language Learning and Teaching, 8(1), 1–19. DOI logoGoogle Scholar
Hu, G
(2011) Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System: An International Journal of Educational Technology and Applied Linguistics, 391, 63–77. DOI logoGoogle Scholar
Kuile, H., Veldhuis, M., Van Veen, S., & Wicherts, J.M
(2011) Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Bilingualism: Language and Cognition, 141, 233–242. DOI logoGoogle Scholar
Lasagabaster, D
(2001) The effect of knowledge about the L1 on foreign language skills and grammar. International Journal of Bilingual Education and Bilingualism, 4(5), 310–331. DOI logoGoogle Scholar
Le Pichon, E., De Swart, H., Vorstman, J., & Van Den Bergh, J
(2013) Emergence of patterns of strategic competence in young plurilingual children involved in French international schools. International Journal of Bilingual Education and Bilingualism, 16(1), 42–63. DOI logoGoogle Scholar
Little, D
(1997) Language awareness and the autonomous language learner. Language Awareness, 6(2–3), 93–104. DOI logoGoogle Scholar
Mady, C
(2014) Learning French as a second official language in Canada: comparing monolingual and bilingual students at Grade 6. International Journal of Bilingual Education and Bilingualism, 17(3), 330–344. DOI logoGoogle Scholar
Macaskill, A., & Denovan, A
(2011) Developing autonomous learning in first-year university students using perspectives from positive psychology. Studies in Higher Education, 39(1), 124–142. DOI logoGoogle Scholar
Méndez García, M.C., & Pavón Vázquez, V
(2012) Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15(5), 573–592. DOI logoGoogle Scholar
Mitchell, R
(2000) Anniversary article. Applied linguistics and evidence-based classroom practice: the case of foreign language grammar pedagogy. Applied Linguistics, 21(3), 281–303. DOI logoGoogle Scholar
Mogashana, D., Case, J., & Marshall, D
(2012) What do student learning inventories really measure? A critical analysis of students’ responses to the approaches to learning and studying inventory. Studies in Higher Education, 37(7), 783–792. DOI logoGoogle Scholar
Moore, D
(2006) Plurilingualism and strategic competence in context. International Journal of Multilingualism, 3(2), 125–138. DOI logoGoogle Scholar
Ning, H., & Downing, K
(2014) A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher Education [Disponible en DOI logo]Google Scholar
Nunan, S.L
(2005) Forgiving ourselves and forging ahead: Teaching grammar in a new millennium. English Journal, 94(4), 70–75. DOI logoGoogle Scholar
Oliveira, A.L., & Ançã, M.H
(2009) ‘I speak five languages’: fostering plurilingual competence through language awareness. Language Awareness, 18(3–4), 403–421. DOI logoGoogle Scholar
Proyecto Tuning
(2003) Tuning educational structures in Europe: Informe final. Bilbao: Universidad de Deusto.Google Scholar
Ramos, A., Afonso, P., Cruchinho, A., Delgado, F., Almeida Ramos, G., & Sapeta, A
(2013) Pedagogical changes towards the implementation of the Bologna Process: Indicators’ structure of measurement. Journal of Further and Higher Education [Disponible en DOI logo]Google Scholar
Renou, J
(2001) An examination of the relationship between metalinguistic awareness and second-language proficiency of adult learners of French. Language Awareness, 10(4), 248–267. DOI logoGoogle Scholar
Roehr, K
(2007) Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 291, 173–199. DOI logoGoogle Scholar
Roehr, K., & Gánem-Gutiérrez, G
(2009) The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness, 18(2), 165–181. DOI logoGoogle Scholar
Rué, J
(2009) El aprendizaje autónomo en educación superior. Madrid: Narcea.Google Scholar
Ryan, R.M., & Deci, E
(2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 251, 54–67. DOI logoGoogle Scholar
Simard, D., French, L., & Fortier, V
(2007) Elicited metalinguistic reflection and second language learning: Is there a link? System: An International Journal of Educational Technology and Applied Linguistics, 35(4), 509–522. DOI logoGoogle Scholar
Suzuki, W., & Itagaki, N
(2007) Learner metalinguistic reflections following output-oriented and reflective activities. Language Awareness, 16(2), 131–146. DOI logoGoogle Scholar
Tomlinson, B
(1994) Pragmatic awareness activities. Language Awareness, 3(3–4), 119–129. DOI logoGoogle Scholar
Van Beuningen, C
(2010) Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 21, 1–27. DOI logoGoogle Scholar
Vickers, C.H., & Ene, E
(2006) Grammatical accuracy and learner autonomy in advanced writing. ELT Journal, 601, 109–116. DOI logoGoogle Scholar
Wrembel, M
(2014) Metaphonological awareness in multilinguals: A case of L3 Polish. Language Awareness, 231, 1–14. DOI logoGoogle Scholar
Xu, H., & Lyster, R
(2014) Differential effects of explicit form-focused instruction on morpho­syntactic development. Language Awareness, 23(1–2), 107–122. DOI logoGoogle Scholar
Yoshida, R
(2008) Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17(1), 78–93. DOI logoGoogle Scholar
Zabalza Beraza, M
(2004) Guía para la planificación didáctica de la docencia universitaria en el marco del EEES (Guía de guías). [Disponible en [URL]]
Zhou, A.A
(2009) What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31–46. DOI logoGoogle Scholar