Roehr-Brackin Metalinguistic Awareness and Second Language Acquisition

Erscheinungsjahr 2018
ISBN: 978-1-317-33880-2
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 166 Seiten

Reihe: Cognitive Science and Second Language Acquisition Series

Metalinguistic Awareness and Second Language Acquisition is the first book to present an in-depth overview of metalinguistic awareness as it relates to SLA. In this volume, Roehr-Brackin discusses metalinguistic awareness in the context of both child and adult language learning, and outlines the various methods that can be used to measure metalinguistic awareness. The author presents different approaches to metalinguistic awareness, including a cognitive-developmental perspective that explains how the concept relates to literacy, and an applied linguistics perspective that understands metalinguistic awareness as explicit or conscious knowledge about language. Roehr-Brackin explores the role of metalinguistic awareness in language education aimed at young learners, as well as in instructed adult SLA. This book is an excellent resource for those researching or taking courses in second language acquisition, bi- and multilingualism, and language teaching.

Autoren/Hrsg.

Roehr-Brackin, Karen

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Chapter 1: Introduction

Chapter 2: A cognitive-developmental perspective on metalinguistic awareness

Chapter 3: Metalinguistic awareness in language education

Chapter 4: Metalinguistic awareness as explicit knowledge and learning: Theoretical premises

Chapter 5: Metalinguistic awareness as explicit knowledge and learning: Empirical evidence

Chapter 6: Measuring metalinguistic awareness

Chapter 7: Concluding remarks

References

Über Autor(innen)

Karen Roehr-Brackin isSenior Lecturer in the Department of Language and Linguistics at the University of Essex, UK. She works in the area of second language acquisition. Her research interests include explicit and implicit knowledge and learning, as well as the role of individual learner differences such as language learning aptitude, working memory and cognitive/learning style in adult and child second language learning.