Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 students’ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the students’ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was conducted over one academic year and involved three different teaching and reflection cycles. Three students, with differing attainment levels, were selected at the start of the research process to be case studies. Their written work was analysed at five different points during the year: a pre-test writing assessment; a post teaching test assessment and after each of the three teaching cycles. Students were also encouraged to write reflective commentaries outlining their linguistic and grammatical choices. These data sets were complemented by the addition of case study participant interviews which were conducted within a few weeks of completing their written assessments. Both the commentaries and interviews were used to elicit students’ metalinguistic reflections regarding their written texts and the writing process as a whole. This data was inductively coded and analysed in order to identify patterns in students’ reflections. The findings are presented in case study form, highlighting individual student’s transfer and articulation of their new grammatical knowledge. This study reinforces recent research into the complexities associated with bridging the gap between grammar transfer and grammar articulation and therefore contributes to the growing body of research in this area.

DOMINGOS, Francisca Liliane da Costa. Aprendizagem formal de fonologia e seus efeitos na pronúncia dos sons vocálicos do inglês de aprendizes brasileiros. 2012. 115f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-09-25T12:52:19Z No. of bitstreams: 1 2012_dis_flcdomingos.pdf: 1366301 bytes, checksum: 72dc8a4377ef83fd57c007e63ded24ac (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-09-25T15:12:39Z (GMT) No. of bitstreams: 1 2012_dis_flcdomingos.pdf: 1366301 bytes, checksum: 72dc8a4377ef83fd57c007e63ded24ac (MD5) / Made available in DSpace on 2014-09-25T15:12:39Z (GMT). No. of bitstreams: 1 2012_dis_flcdomingos.pdf: 1366301 bytes, checksum: 72dc8a4377ef83fd57c007e63ded24ac (MD5) Previous issue date: 2012 / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlin’s Model of Information Processing (1983), Fledge’s Model of Speech Acquisition (1995), Best’s Perceptual Assimilation Model (1995), Krashen’s Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students don’t perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied. / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguístico do sistema fonológico da LI influi no nível de acurácia da produção dos sons vocálicos de professores de inglês em formação e como este conhecimento lhes possibilita a melhor monitorar sua pronúncia. Mais especificamente, buscávamos: identificar os problemas de produção dos sons vocálicos do inglês apresentados por aprendizes dessa língua; investigar o nível de percepção dos professores de inglês em formação acerca de seus problemas na produção dos sons vocálicos da LI; analisar se, à medida que os professores em formação adquirem conhecimento metalinguístico sobre o sistema fonológico da LI durante a disciplina Fonologia da Língua Inglesa, passaram a identificar com mais precisão seus problemas/dificuldades de pronúncia dos fonemas vocálicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguística do sistema fonológico da LI auxiliaria esses professores em formação a monitorar sua pronúncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da Língua Inglesa (foco na produção dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produção de mensagem), principalmente após decorrido um certo espaço de tempo entre a instrução explícita e a atividade de produção espontânea. Como base teórica para tais objetivos, usamos o modelo de processamento da informação de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilação perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), além de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfólio gravadas por 29 (vinte e nove) professores em formação do curso semipresencial de Letras/Inglês da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produção de sons, e Língua Inglesa V-A: Compreensão e Produção Oral, com foco na produção de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relação à produção oral dos sons vocálicos pelos professores em formação se referem à substituição imprópria de sons, seja pela não percepção de certos sons da LI que não existem no PB, seja pela influência grafo-fonêmica das palavras na pronúncia dos aprendizes; quanto ao nível de percepção dos aprendizes em relação aos seus problemas de pronúncia, podemos dizer que muitos desvios de produção oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instrução explícita; à medida que adquiriram conhecimento explícito em Fonologia, os professores em formação foram capazes de identificar e corrigir seus problemas de pronúncia; e, após decorrido certo tempo da instrução explícita, os participantes da pesquisa mantiveram um nível de 70% (setenta por cento) em acurácia na produção dos sons vocálicos da LI, quando o foco da atividade era a produção de mensagem e não somente de sons. Tais resultados nos levam a atestar a afirmação de que a instrução explícita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimização da produção oral. Além disso, também podemos sugerir que o efeito da instrução explícita na produção oral é durável.

Las novelas de Jaime Bayly muestran un reflejo literario del conflicto lingüístico que caracteriza el español en Perú. Siguiendo las ideas de Coseriu sobre la competencia de los hablantes como lingüistas y las teorías psicosociales de Giles sobre la acomodación, analizamos en el presente trabajo los juicios que los protagonistas emiten sobre el castellano. Para ellos el castellano se ha convertido en una marca de etnicidad de un grupo social concreto y reaccionan ante expresiones que pertenecen a la variedad andina. Si esta variedad está llamada a conformar el español peruano, resulta interesante observar cómo las clases sociales altas la valoran. Aunque se trate de obras de ficción, estas actitudes pueden describir una situación real. / Jaime Bayly’s novels show the literary treatment of linguistic conflict that characterizes Peruvian Spanish. Following Coseriu’s ideas about speakers as linguists and Giles’ psychosocial theories about accommodation, in the present study we analyze the judgements that the main characters utter about Spanish. According to them, Spanish has become an ethnicity marker of a given social group and they react against linguistic phenomena belonging to the Andean variety. If we consider that this variety shapes Peruvian Spanish, it would be of interest to study what high-class members think about it. Even if we deal with fictional works, these attitudes could depict a real situation.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied.

This thesis investigates the use of metalanguage and its relation to learning outcome in group discussions. Metalanguage is defined as a language about language, a way to talk about the features of a language using a specific vocabulary with great precision. It is suggested that metalanguage is necessary in order to develop the pupils' awareness when text analyses are carried out in school. The purpose of the study is to understand how pupils take on the task presented by the teacher, how they reach consensus, if and how they make use of some kind of metalanguage, and to what degree their discussions can be regarded as learning conversations. Twelve conversations in groups were recorded on video. The pupils were in the first or the final year of upper secondary school and they all attended either Natural Science Programme or Technology Programme. The conversations took place without the teacher being present. In three groups the conversation was observed by the researcher. The task was to talk about a phishing mail using questions provided by the teacher. The three observed conversations were transcribed following principles from Conversation Analysis, CA. The rest of the conversations were transcribed following a key close to written language in order to simplify the reading. Two analyses were carried out. First, the conversations were analysed regarding how to take on the task, interaction and use of metalanguage. Secondly, the structures of the conversations were analysed using concepts from systemic functional grammar. The results show that the conversations are symmetrical and co-operative and that the pupils are focused on solving the task. No metalanguage is used by the students; the discussions are performed using colloquial speech and dramatizations and referring to experiences. The absence of metalanguage is contrasted in effectiveness by the using of terms from the field of information technology. Using experiences from texts outside school proves to be a way of dealing with the task. However, experiences and results are not abstracted into scientific terms and no learning concerning language and text seems to take place. The using of concepts from systemic functional grammar shows that the pupils are mainly concerned with interpersonal aspects of the text, somewhat concerned with ideational aspects – especially logical – and to a less degree concerned with textual aspects. It is suggested that the lower degree of textual focus is related to the absence of metalanguage. It is also shown that the pupils discuss features of the text focusing on various strata of language. Although the pupils' frequent use of experiences from text encounters should be regarded as a great potential from a pedagogical point of view, the results indicate the need of a metalanguage to achieve precision and effectiveness in discussions about texts. Also, the need of instructions guiding the pupils to make use of metalanguage is indicated. The possibility of using concepts from systemic functional grammar is pointed out and further research is suggested.

The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge. Two-hundred-forty-nine Japanese university students participated. One receptive and two productive tests of metalinguistic knowledge related to metalinguistic terminology and English grammatical rules were administered. Learners' language learning aptitude was measured using the Lunic Language Marathon, which consisted of four scales: number learning, sound-symbol association, vocabulary learning, and language analytical ability. Participants' L2 procedural knowledge was assessed through performance on a timed writing task. The writing samples were scored for overall quality, L2 complexity, accuracy, and fluency. The scores from each test were subjected to Rasch analyses to investigate the construct validity and unidimensionality of the instruments. The results of the Rasch analyses indicated that the test items fit the Rasch model, supporting the construct validity of the instruments. The unidimensionality of each instrument was established through Rasch principal component analyses. Interval-level Rasch measures were used for the subsequent analyses. The results of exploratory and confirmatory factor analyses indicated that metalinguistic knowledge and language learning aptitude were distinct constructs. A two-factor model showed good model fit and explained the relationship between the two constructs. Structural equation modeling revealed that metalinguistic knowledge significantly predicted L2 procedural knowledge, complexity, accuracy, and fluency. Language learning aptitude, however, was not a statistically significant predictor of the L2 procedural knowledge variables. The results of a path model analysis indicated that productive metalinguistic knowledge was the strongest predictor of L2 procedural knowledge, language analytical ability predicted receptive metalinguistic knowledge, and number learning was negatively associated with L2 procedural knowledge. The findings point to the facilitative role of metalinguistic knowledge in L2 learning and the viability of L2 declarative knowledge becoming proceduralized through practice. / Applied Linguistics

Cette étude quantitative vise à 1) mesurer les connaissances métalinguistiques des futurs enseignants, 2) décrire la qualité de la rétroaction corrective écrite (RCÉ) des futurs enseignants de français langue seconde (FLS), et 3) examiner la relation entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. Un groupe de 18 futurs enseignants de français langue seconde inscrit dans le programme de formation initiale des maîtres à Montréal a participé à l'étude. Les participants ont accompli 1) une tâche d’analyse de phrases pour mesurer leurs connaissances métalinguistiques, et 2) une tâche de rétroaction corrective écrite, pour évaluer la qualité de leurs pratiques rétroactives à l’écrit en termes de localisation d'erreur et d'explication métalinguistique fournie. Alors que les analyses descriptives sont effectuées pour répondre aux deux premières questions de la présente étude, des analyses de corrélation ont été réalisées pour déterminer s’il existe des relations entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. Les résultats indiquent que 1) la localisation de l'erreur de la RCÉ fournie est précise, mais 2) l'explication métalinguistique l’est moins, 3) il existe une relation entre les connaissances métalinguistiques des futurs enseignants et la qualité de leur rétroaction corrective à l’écrit. / The present quantitative study seeks to 1) measure pre-service teachers’ metalinguistic knowledge, 2) describe the quality of French as a second language (FSL) pre-service teachers’ written corrective feedback (WCF), and 3) examine the relationship between pre-service teachers’ metalinguistic knowledge and the quality of their written corrective feedback (i.e., teachers’ metalinguistic awareness). A group of 18 French as a second language pre-service teachers following the initial teacher training program in Montreal, participated in the study. Participants were assigned 1) a task of analytical abilities to measure their metalinguistic knowledge, and 2) a task of written corrective feedback provision to evaluate the quality of their written corrective feedback in terms of error location and the metalinguistic explanation provided. Descriptive analyses were undertaken to answer the first two research questions. Correlation analyses were performed to examine whether there exist any relations between pre-service teachers’ metalinguistic knowledge and the quality of their WCF. Among other things, results indicated that 1) while the error location of WCF provided was precise, 2) the metalinguistic explanation provided by the participants was not accurate, 3) there is a relationship between pre-service teachers’ metalinguistic knowledge and the quality of written corrective feedback.