Related Papers
Language in Action: Vygotsky and Leontievian Legacy Today
Chapter 9: Metalinguistic Activity and Everyday Philosophy
2007 •
Viacheslav B. Kashkin
1. Introduction. Roman Jakobson (1896-1982), one of the most renowned linguists of the previous century and the founder of the functional model of language and communication, spoke about the metalinguistic function of language and language units (Jakobson 1981, 25). As recent trends have brought the acting linguistic subject into focus, it is more relevant now to speak about metalinguistic activity of language users. Every naïve language user not only speaks or writes or understands language, he/she is constantly controlling every step of this activity, and eventually arrives at conceptualizations and generalizations of various degrees of profoundness. Vygotsky also stressed that everyday concepts are based upon actual experience (Vygotsky 2006, 920; cf. also Vygotsky 1986), which reflected his theoretical approach where word, social communication and activity were part of a unified psychological system (Leontiev 1969, 25–28). Everyday notions are closely interrelated with scientific concepts, although their lines of development are practically opposite. Drawing on Vygotsky, we can say that in developing everyday notions we ascend from things to conceptualization, while with scientific concepts we go back from concepts to things (Vygotsky 2006, 845). Metalinguistic activity can be based on both scientific concepts and everyday notions, forming various patterns of interaction in the minds of naïve language users and learners. There are two layers of metalinguistic activity that can be observed: one of them implicit, and the other, explicit. Implicit metalinguistic activity, or “tacit knowledge” (in Wittgenstein’s words) is deduced from the strategy and tactics of using the language. Explicit metalinguistic activity finds its expression in naïve users’ reflection upon language, their personal proto-theories, beliefs and other instances of linguistic mythology. Humberto Maturana, the Chilean biologist and “cognitive therapeutist”, whose ideas are widely discussed and quoted today, once coined the term languaging, the -ing in which was supposed to convey the emphasis upon the activity of the languaging subject (Maturana and Varela 1987). If we make use of Maturana’s terminology, we should speak of meta-languaging in our particular task.
Metalinguistic Awareness inTEFL : Preliminary Notes
2019 •
Yukio Otsu
Metalinguistic awareness in TEFL : preliminary notes Sub Title Author 大津, 由紀雄(Otsu, Yukio) Publisher Centre for Advanced Research on Logic and Sensibility The Global Centers of Excellence Program, Keio University Publication year 2009 Jtitle CARLS series of advanced study of logic and sensibility Vol.2, (2008. ) ,p.247253 Abstract Notes Part 3 : Cognition and Language Genre Research Paper URL http://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=KO12002001-20090331 -0247
Sanz, C. (2012). Multilingualism and metalinguistic awareness. In Chapelle, C.A. (Ed.) The encyclopedia of applied linguistics (pp. 3933-3942), Oxford, UK: Wiley-Blackwell.
2012 •
Cristina Sanz
The role of metalinguistic awareness in the effective teaching of foreign languages
Emilee Moore
Review of The Role of Metalinguistic Awareness in the Effective Teaching of Foreign Languages (Rethinking Education, vol. 10), by Anthony David Roberts (2011). Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter Lang, 433 pages (Pbk), € 53.30, ISBN 978-3-0343-0280-7
Metalinguistic Knowledge, Language Awareness and Language Proficiency, US-China Foreign Language 13 (1): 34-43. doi:10.17265/1539-8080/2015.01.004.
Metalinguistic Knowledge and Language Proficiency
2015 •
Ilaria Venuti
The first part of this work is devoted to the summary of the main arguments presented in the paper “Metalinguistic knowledge, language aptitude and language proficiency”, by J. CHARLES ALDERSON, CAROLINE CLAPMAN and DAVID STEEL (Language Teaching Research 1997, 1; 93) the second consists of a conceptual clarification of the term “metalinguistic knowledge”, whereas the third tries to further examine the questions left unanswered by the paper, in particular as far as the relation between “metalinguistic knowledge/awareness of language” and “language proficiency” is concerned.
US-China Foreign Language
Metalinguistic Knowledge, Language Awareness and Language Proficiency
2015 •
Ilaria Venuti
University of Nova Gorica Press
Assessing metalinguistic awareness in multilingual classes. The ISSBM2022 Case Study
2023 •
Greta Mazzaggio, Paolo Lorusso
This paper explores the potential of multilingual practices in a multilingual classroom to facilitate the learning of linguistic theoretical tools and the development of metalinguistic thought. To teach linguistics to graduate students from diverse backgrounds, it is essential to provide a solid foundation of basic concepts, such as phonology, morphology, syntax, semantics, and pragmatics, to establish common ground (Caffarel & Martin, 2010). The class thus becomes a laboratory for a positive feedback loop, in which linguistic examples from different languages become social knowledge and identity recognition for each member of the class. Translanguaging, a technique for teaching a second language (Benes 2015), is a useful tool for metalinguistic assessment. In the present work, the role of multilingualism is described in how it was developed within the "International Summer School on Bilingualism and Multilingualism" (ISSBM 2022) which we organized in 2022 and that gave as a result the contributions collected in this book. Multilingualism played a crucial role in strengthening students' ability to refer to metalinguistic concepts and to deal with them in a scientifically valuable way.
The Encyclopedia of Applied Linguistics
Sanz, C. (2012). Multilingualism and Metalinguistic Awareness.
2012 •
Cristina Sanz
THE PHILIPPINE ESL JOURNAL
The Metalinguistic Awareness of Filipino Bilingual Children
2009 •
Shirley Dita
Beyond the Psycholinguistic Vise of Competence/Performance Theory: Why Study Metalinguistic Awareness?
1980 •
Shane Templeton
