Citations (25)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (12)
Hsueh Chu Chen & Qian Wen Han. (2023) The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners. International Journal of Multilingualism 20:2, pages 388-407.
Read now
Read now
Dana Irani & Mehdi Purmohammad. (2023) Comparison of language awareness in Kurdish-Persian bilingual children and Persian monolingual children. Applied Neuropsychology: Child 12:1, pages 56-63.
Read now
Read now
Tianxu Chen. (2022) Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters. Language Awareness 31:1, pages 73-94.
Read now
Read now
Lisa Gonzalves. (2021) Development and demonstration of metalinguistic awareness in adult ESL learners with emergent literacy. Language Awareness 30:2, pages 134-151.
Read now
Read now
Duygu Çandarlı. (2020) Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal 48:6, pages 768-784.
Read now
Read now
Tanja Angelovska. (2018) Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness 27:1-2, pages 136-152.
Read now
Read now
Maarit Mutta & Marjut Johansson. (2018) Advanced FL learners explaining their writing choices: epistemic attitude as an indicator of problem-solving and strategic knowledge in the on-line revision process. The Language Learning Journal 46:2, pages 146-158.
Read now
Read now
Dieuwerke Rutgers & Michael Evans. (2017) Bilingual education and L3 learning: metalinguistic advantage or not?. International Journal of Bilingual Education and Bilingualism 20:7, pages 788-806.
Read now
Read now
Yanhui Zhang & Ruyu Li. (2016) The role of morphological awareness in the incidental learning of Chinese characters among CSL learners. Language Awareness 25:3, pages 179-196.
Read now
Read now
Magdalena Wrembel. (2015) Metaphonological awareness in multilinguals: a case of L3 Polish. Language Awareness 24:1, pages 60-83.
Read now
Read now
Xavier Gutiérrez. (2011) Knowledge representations underlying covert metalinguistic activity: a working hypothesis. Language Awareness 20:3, pages 239-254.
Read now
Read now
Karen Roehr & Gábriela
Adela Gánem-Gutiérrez. (2009) The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness 18:2, pages 165-181.
Read now
Read now
Articles from other publishers (13)
Hsueh Chu Chen & Jing Xuan Tian. (2023) The Effects of Metaphonological Awareness Protocol Training on English Word Stress by Chinese EFL Learners後設音韻覺識教學法對中國英文學習者英語詞重音習得之影響. English Teaching & Learning.
Crossref
Crossref
Rosana Herrero-Martín. 2021. Transformative Pedagogical Perspectives on Home Language Use in Classrooms. Transformative Pedagogical Perspectives on Home Language Use in Classrooms
21
40
.
Gabriela Adela Gánem-Gutiérrez & Karen Roehr-Brackin. 2020. Languaging in Language Learning and Teaching. Languaging in Language Learning and Teaching
176
195
.
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.
Crossref
Crossref
MAHMOUD AZAZ. (2019) L1 Transfer Effects in the Production of Generic Plurals in L2 Arabic. The Modern Language Journal 103:1, pages 275-290.
Crossref
Crossref
Daphnée Simard, Marie Labelle & Annie Bergeron. (2016) Measuring Metasyntactic Abilities: On a Classification of Metasyntactic Tasks. Journal of Psycholinguistic Research 46:2, pages 433-456.
Crossref
Crossref
Mahmoud Azaz. (2017) Metalinguistic Knowledge of Salient vs. Unsalient Features: Evidence From the Arabic Construct State. Foreign Language Annals 50:1, pages 214-236.
Crossref
Crossref
Maarit Mutta. (2017) La conscience métapragmatique et l’attitude métacognitive épistémique des scripteurs universitaires : la révision de texte en temps réelUniversity students’ metapragmatic awareness and epistemic attitude: the case of on-line revision. Pratiques:173-174.
Crossref
Crossref
Nina Spada, Julie Li-Ju Shiu & Yasuyo Tomita. (2015) Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies. Language Learning 65:3, pages 723-751.
Crossref
Crossref
Karen Roehr-Brackin. 2015. Implicit and Explicit Learning of Languages. Implicit and Explicit Learning of Languages
117
138
.
Gabriela Adela Gánem-Gutiérrez & Karen Roehr. (2011) Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance. International Journal of Applied Linguistics 21:3, pages 297-318.
Crossref
Crossref
Johannes Eckerth. (2009) Negotiated interaction in the L2 classroom. Language Teaching 42:1, pages 109-130.
Crossref
Crossref
Karen Roehr. (2008) Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics 19:1.
Crossref
Crossref