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Changes to teachers' knowledge base: do they make a difference to students' writing outcomes?
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In: Faculty of Law, Humanities and the Arts - Papers (2020)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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"I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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Mapping participation in situated language learning
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Transforming practice: Designing rubrics for cumulative and integrative assessment of disciplinary learning and development of students' language communication
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2016)
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The role of dialogic pedagogy in teaching grammar
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Children talking about writing: Investigating metalinguistic understanding
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Abstract:
Much of the literature on explicit teaching about language has suggested that equipping students with metalinguistic knowledge is as an important means of enhancing students' participation in learning. Yet in the context of international jurisdictions which are placing a renewed emphasis on knowledge about language, there is a notable lack of research into the nature of learners' metalinguistic understanding about writing, as evident in their ability to reflect on written language. Using an analytical framework shaped by Vygotsky's and Hallidayan theories of concept formation and language learning, this paper provides insights into the nature of metalinguistic understanding as manifested in ways in which learners engage with grammatical concepts. Drawing on data selected from two parallel studies in Australia and England in which students aged 9-13 were interviewed about their metalinguistic understanding of writing, our analysis has found that learners' metalinguistic understanding is more strongly oriented to identification - naming and specifying taught grammatical concepts. The findings have important implications for pedagogical strategies that might facilitate higher-level metalinguistic understanding, enabling learners to elaborate, extend and apply their grammatical knowledge.
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Keyword:
about; children; Education; investigating; metalinguistic; Social and Behavioral Sciences; talking; understanding; writing
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URL: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3374&context=sspapers https://ro.uow.edu.au/sspapers/2373
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Applying linguistics in making professional practice re-visible
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Special Issue: SFL as a Bridge from Theory to Practice in the Analysis of Professional Discourse [Guest Editor]
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Applying linguistics in making professional practice re-visible
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Teachers' knowledge about language: issues of pedagogy and expertise
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In: Faculty of Education - Papers (Archive) (2012)
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Understanding metalinguistic development in beginning writers
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In: Faculty of Social Sciences - Papers (2012)
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Increasing international and domestic student interaction through group work: A case study from the humanities
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Conceptualising the field of applied linguistics from a Bernsteinian perspective: challenges and opportunities
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In: Faculty of Education - Papers (Archive) (2009)
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