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Language Awareness Volume 16, 2007 - Issue 2
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Research articles

Learner Metalinguistic Reflections Following Output-oriented and Reflective Activities

Wataru Suzuki Ontario Institute for Studies in Education/University of Toronto, Canada
&
Nobuya Itagaki Miyagi University of Education, Japan
Pages 131-146 | Published online: 05 Jan 2009

Citations (22)

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Read on this site (3)

Eva Schaeffer-Lacroix. (2016) Talking about German verb particles identified in concordance lines – from spontaneous to expert-like metatalk. Language Awareness 25:1-2, pages 127-143.
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Masako Ishikawa. (2013) Examining the effect of written languaging: the role of metanotes as a mediator of second language learning. Language Awareness 22:3, pages 220-233.
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Sasan Baleghizadeh & Fatemeh Arab. (2011) Comparing native models and peer feedback in promoting noticing through written output. Innovation in Language Learning and Teaching 5:1, pages 63-79.
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Articles from other publishers (19)

C. Cecilia Tocaimaza-Hatch & Jonathan Santo. (2020) Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning. Language Teaching Research 27:5, pages 1142-1166.
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Yoon-Kyoung Kim & Tae-Young Kim. (2021) Motivational languaging intervention for L2 learners: The differential effect of individual and group writing. Language Teaching Research, pages 136216882110114.
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Rosa M. Manchón, Florentina Nicolás-Conesa, Lourdes Cerezo & Raquel Criado. 2020. Languaging in Language Learning and Teaching. Languaging in Language Learning and Teaching 242 265 .
Kevin López. (2020) Impact of Pushed Output on Students' Oral Production. GIST – Education and Learning Research Journal 20, pages 85-108.
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Véronique Fortier, Philippa Bell, Valérie Perron & Isabelle Gauvin. (2019) Réflexions métalinguistiques et correction d’erreurs en anglais langue seconde : étude des types de réflexions et relation avec l’exactitude des corrections. The Canadian Modern Language Review 75:1, pages 3-22.
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Masako Ishikawa & Wataru Suzuki. (2016) The effect of written languaging on learning the hypothetical conditional in English. System 58, pages 97-111.
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Debra Myhill & Ruth Newman. (2016) Metatalk: Enabling metalinguistic discussion about writing. International Journal of Educational Research 80, pages 177-187.
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María Basterrechea. (2015) Pushed output in a multi-stage dictogloss task. ITL - International Journal of Applied Linguistics 166:2, pages 307-329.
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Heike Neumann & Kim McDonough. (2015) Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing 27, pages 84-104.
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Mª Teresa Cáceres-Lorenzo. (2014) Variables en el desarrollo de la reflexión metalingüística (L1) de alumnos plurilingües en el primer año universitario. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27:2, pages 275-296.
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Zia Tajeddin & Maryam Pezeshki. (2014) Acquisition of Politeness Markers in an EFL Context: Impact of Input Enhancement and Output Tasks. RELC Journal 45:3, pages 269-286.
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Heidi Byrnes & Rosa M. Manchón. 2014. Task-Based Language Learning – Insights from and for L2 Writing. Task-Based Language Learning – Insights from and for L2 Writing 1 23 .
Giuliana Dettori & Valentina Lupi. 2013. International Handbook of Metacognition and Learning Technologies. International Handbook of Metacognition and Learning Technologies 615 625 .
Wataru Suzuki. (2012) Written Languaging, Direct Correction, and Second Language Writing Revision. Language Learning 62:4, pages 1110-1133.
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Gillian Wigglesworth & Neomy Storch. (2012) What role for collaboration in writing and writing feedback. Journal of Second Language Writing 21:4, pages 364-374.
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Shirin Abadikhah. (2012) The effect of mechanical and meaningful production of output on learning English relative clauses. System 40:1, pages 129-143.
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YouJin KimKim McDonough. (2011) Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research 15:2, pages 183-199.
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Peter A. Shaw. (2009) The Syllabus is Dead, Long Live the Syllabus: Thoughts on the State of Language Curriculum, Content, Language, Tasks, Projects, Materials, Wikis, Blogs and the World Wide Web. Language and Linguistics Compass 3:5, pages 1266-1283.
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Wataru Suzuki & Nobuya Itagaki. (2009) Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System 37:2, pages 217-225.
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