How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems

References

• Alderson, J., and R. Hudson. 2013. “The Metalinguistic Knowledge of Undergraduate Students of English Language or Linguistics.” Language Awareness 22 (4): 320–337.
   Web of Science ®Google Scholar
• Andrews, S. 1997. “Metalinguistic awareness and teacher explanation.” Language Awareness 6 (2–3): 147–161.
   Google Scholar
• Berry, R. 2015. “Grammar Myths.” Language Awareness 24 (1): 15–37. doi:10.1080/09658416.2013.873803.
   Web of Science ®Google Scholar
• Boivin, M.-C., X. Fontich, R. Funke, M.-J. García-Folgado, and D. Myhill. 2018. “Working on Grammar at School in L1 Education: Empirical Research across Linguistic Regions.” L1 Educational Studies in Language and Literature 1–6. doi:10.17239/L1ESLL-2018.18.04.01.
   Web of Science ®Google Scholar
• Camps, A. & Milian, M. (Eds). 1999. Metalinguistic Activity in Learning to Write. Amsterdam: Amsterdam University Press.
   Google Scholar
• Camps, A., and X. Fontich. 2019. “Teachers’ Concepts on the Teaching of Grammar in Relation to the Teaching of Writing in Spain: A Case Study.” L1 Educational Studies in Language and Literature 19: 1–36. doi:10.17239/L1ESLL-2019.19.02.02.
   Web of Science ®Google Scholar
• Chen, H., and D. Myhill. 2016. “Children Talking about Writing: Investigating Metalinguistic Understanding.” Linguistics and Education 35: 100–108. doi:10.1016/j.linged.2016.07.004.
   Web of Science ®Google Scholar
• Coppen, P.-A. 2009. Leren Tasten in Het Duister. [Learning to Grope in the Dark] Inaugural Address. Nijmegen: Radboud University.
   Google Scholar
• Coppen, P. A. 2012. “Sturen zonder handen.” In Zesentwintigste conferentie Het Schoolvak Nederlands edited by S. Vanhooren and A. Mottart, 207–213. Gent: Academia Press.
   Google Scholar
• De Hoop, H. 2016. “Woordvolgordevariatie: theorie versus Empirie? [Word Order Variation: theory versus Empiricism?].” Nederlandse Taalkunde 21 (2): 275–284. doi:10.5117/NEDTAA2016.2.HOOP.
   Google Scholar
• Fearn, L., and N. Farnan. 2007. “When Is a Verb Using Functional Grammar to Teach Writing.” Journal of Basic Writing 26 (1): 1–26.
   Google Scholar
• Fontich, X., and A. Camps. 2014. “Towards a Rationale for Research into Grammar Teaching at Schools.” Research Papers in Education 29 (5): 598–625. doi:10.1080/02671522.2013.813579.
   Web of Science ®Google Scholar
• Giovanelli, M. 2016. “Developing Beginning Teachers’ Linguistic Awareness: Issues and Practice in Initial Teacher Education.” In Knowing about Language. Linguistics and the Secondary English Classroom, edited by M. Giovanelli and D. Clayton, 186–197. London: Routledge.
   Google Scholar
• Gombert, E. 1992. Metalinguistic Development. Hemel Hempstead: Harvester Wheatsheaf.
   Google Scholar
• Haight, C., C. Herron, and S. Cole. 2007. “The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom.” Foreign Language Annals 40 (2): 288–310. doi:10.1111/j.1944-9720.2007.tb03202.x.
   Web of Science ®Google Scholar
• Halliday, M., and C. Matthiessen. 2004. An Introduction to Functional Grammar. London: Arnold.
   Google Scholar
• Havekes, H. 2015. Knowing and Doing History. Learning Historical Thinking in the Classroom. Doctoral dissertation. Radboud University Nijmegen.
   Google Scholar
• Hudson, R. 2010. “Linguistic Theory.” In The Handbook of Educational Linguistics, edited by B. Spolsky and F. Hult, 53–65. Sussex: Wiley-Blackwell.
   Google Scholar
• Hudson, R., and J. Walmsley. 2005. “The English Patient: English Grammar and Teaching in the Twentieth Century.” Journal of Linguistics 41 (3): 593–622. doi:10.1017/S0022226705003464.
   Web of Science ®Google Scholar
• Hulshof, H. 1985. C.H. Den Hertog Als Grammaticus [C.H. Den Hertog as a Grammarian] Doctoral Dissertation. Coutinho, Muiderberg: KU Nijmegen.
   Google Scholar
• Hulshof, H. 2013. “Onderzoek Naar Taalkundeonderwijs: Geloof en Empirie.” In Neerlandistiek in Beeld, edited by T. Janssen and T. van Strien, 263–272. Amsterdam: Neerlandistiek VU.
   Google Scholar
• Jones, P., and H. Chen. 2012. “Teachers’ Knowledge about Language: Issues of Pedagogy and Expertise.” Australian Journal of Language and Literacy 35 (2): 147–168.
   Google Scholar
• King, P.M., and K.S. Kitchener. 2004. “Reflective Judgement: Theory and Research on the Development of Epistemic Assumptions through Adulthood.” Educational Psychologist 39 (1): 5–18. doi:10.1207/s15326985ep3901_2.
   Web of Science ®Google Scholar
• Kuiper, K., and J. Nokes. 2014. Theories of Syntax. Concepts and Case Studies. New York: Palgrave Macmillian.
   Google Scholar
• Lantolf, J., S. L. Thorne, and M. Poehner. 2015. “Sociocultural Theory and Second Language Development.” In Theories in Second Language Acquisition, edited by B. van Patten and J. Williams, 207–226. New York: Routledge.
   Google Scholar
• Lefstein, A. 2009. “Rhetorical Grammar and the Grammar of Schooling: Teaching ‘Powerful Verbs’ in the English National Literacy Strategy.” Linguistics and Education 20 (4): 378–400. doi:10.1016/j.linged.2009.04.002.
   Google Scholar
• Lesterhuis, M., S. Verhavert, L. Coertjens, V. Donche, and S. De Maeyer. 2016. “Comparative Judgement as Promising Alternative to Score Competences.” In Innovative Practices for Higher Education Assessment and Measurement, edited by G. Ion and E. Cano, 120–140. Hershey: IGI Global.
   Google Scholar
• Lipman, M. 2003. Thinking in Education. 2nd ed. Cambridge University Press.
   Google Scholar
• Locke, T. (Ed.). 2010. Beyond the Grammar Wars. A Resource for Teachers and Studentson Developing Language Knowledge in the English/Literacy Classroom. New York: Routledge.
   Google Scholar
• Macken-Horarik, M.,. K. Love, and S. Horarik. 2018. “Rethinking Grammar in Language Arts: Insights from an Australian Survey of Teachers’ Subject Knowledge.” Research in the Teaching of English 52(3): 288–316.
   Web of Science ®Google Scholar
• McCabe, A. 2017. “Systemic Functional Linguistics and Language Teaching.” In The Routledge Handbook of Systemic Functional Linguistics, edited by T. Bartlett and G. O’Grady, 615–628. London and New York: Routledge.
   Google Scholar
• Mercer, N. 2003. “Helping Children to Talk and Think Together More Effectively.” POLIFONIA 7: 1–26.
   Google Scholar
• Mercer, N. 2004. “Sociocultural Discourse Analysis: analyzing Classroom Talk as a Social Mode of Thinking.” Journal of Applied Linguistics 1 (2): 137–168. doi:10.1558/japl.2004.1.2.137.
   Google Scholar
• Mercer, N. 2013. “The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn.” Educational Psychologist 48 (3): 148–168. doi:10.1080/00461520.2013.804394.
   Web of Science ®Google Scholar
• Moore, A. 2004. The good teacher: Dominant discourses in teaching and teacher education. London and New York: Routledge.
   Google Scholar
• Moseley, M., et al. 2005. Frameworks for Thinking. A Handbook for Teaching and Learning. Cambridge: Cambridge University Press.
   Google Scholar
• Myhill, D. 2000. “Misconceptions and Difficulties in the Acquisition of Metalinguistic Knowledge.” Language and Education 14 (3): 151–163. doi:10.1080/09500780008666787.
   Google Scholar
• Myhill, D. 2003. “Principled Understanding? Teaching the Active and Passive Voice.” Language and Education 17 (5): 355–370. doi:10.1080/09500780308666856.
   Google Scholar
• Myhill, D. 2005. “Ways of Knowing: Writing with Grammar in Mind.” English Teaching: Practice and Critique 4 (3): 77–96.
   Google Scholar
• Myhill, D. 2018. “Grammar as a Meaning-Making Resource for Improving Writing.” L1 Educational Studies in Language and Literature 18: 1–21. doi:10.17239/L1ESLL-2018.18.04.04.
   Web of Science ®Google Scholar
• Myhill, D., and S. M. Jones. 2015. “Conceptualising Metalinguistic Understanding in Writing.” Cultura y Educación 27 (4): 839–867. doi:10.1080/11356405.2015.1089387.
   Web of Science ®Google Scholar
• Myhill, D., S. Jones, and H. Lines. 2018. “Supporting Less Proficient Writers through Linguistically Aware Teaching.” Language and Education 32 (4): 333–349. doi:10.1080/09500782.2018.1438468.
   Web of Science ®Google Scholar
• Myhill, D., S. Jones, H. Lines, and A. Watson. 2012. “Re-Thinking Grammar: The Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding.” Research Papers in Education 27 (2): 139–163. doi:10.1080/02671522.2011.637640.
   Web of Science ®Google Scholar
• Perini, M. 2015. Describing Verb Valency. Practical and Theoretical Issues. New York: Springer.
   Google Scholar
• Plomp, T., and N. Nieveen. 2007. Educational Design Research. Enschede: SLO.
   Google Scholar
• Pollitt, A. 2012. “Comparative Judgement for Assessment.” International Journal of Technology and Design Education 22 (2): 157–170. doi:10.1007/s10798-011-9189-x.
   Web of Science ®Google Scholar
• Prince, M., and R. Felder. 2006. “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.” Journal of Engineering Education 95 (2): 123–138. doi:10.1002/j.2168-9830.2006.tb00884.x.
   Web of Science ®Google Scholar
• Ribas, T., X. Fontich, and O. Guasch. eds. 2014. Grammar at School. Research on Metalinguistic Activity in Language Education. Brussels: Peter Lang.
   Google Scholar
• Ritter, S. 2012. Creativity: understanding and Enhancing Creative Thinking. Doctoral dissertation. Nijmegen: Radboud University Nijmegen.
   Google Scholar
• Sadler, D. 2009. “Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning.” In Assessment, Learning and Judgement in Higher Education, edited by G. Joughin, 1–19. Dordrecht: The Netherlands.
   Google Scholar
• Sangster, P., C. Anderson, and P. O’Hara. 2013. “Perceived and Actual Levels of Knowledge about Language Amongst Primary and Secondary Student Teachers: do They Know What They Think They Know?.” Language Awareness 22 (4): 293–319. doi:10.1080/09658416.2012.722643.
   Web of Science ®Google Scholar
• Seuren, P. 1998. Western Linguistics. An Historical Introduction. Malden: Blackwell Publishers.
   Google Scholar
• Shadish, W., T. Cook, and D. Campbell. 2002. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Belmont: Wadsworth.
   Google Scholar
• Van Drie, J., and C. Van Boxtel. 2008. “Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning About the Past.” Educational Psychology Review 20 (2): 87–110. doi:10.1007/s10648-007-9056-1.
   Web of Science ®Google Scholar
• van Drie, J., and C. van Boxtel. 2011. “In Essence I’m Only Reflecting: teaching Strategies for Fostering Historical Reasoning in Whole-Class Discussion.” History Education Research Journal 10 (1): 55–66. doi:10.18546/HERJ.10.1.05.
   Google Scholar
• Van Gelderen, A. 2010. “Does Explicit Teaching of Grammar Help Students to Become Better Writers? in-Sights from Empirical Research.”. In T. Locke (Ed.), Beyond the Grammar Wars. A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom, 109–128. New York, NY: Routledge.
   Google Scholar
• Van Rijt, J., and P.-A. Coppen. 2017. “Bridging the Gap between Linguistic Theory and L1 Grammar Education — Experts’ Views on Essential Linguistic Concepts.” Language Awareness 26 (4): 360–380. doi:10.1080/09658416.2017.1410552.
   Web of Science ®Google Scholar
• Van Rijt, J., P. De Swart, and P.-A. Coppen. 2019. “Linguistic Concepts in L1 Grammar Education: A Systematic Literature Review.” Research Papers in Education 34 (5): 621–648. doi:10.1080/02671522.2018.1493742.
   Web of Science ®Google Scholar
• Van Rijt, J., P. De Swart, A. Wijnands, and P.-A. Coppen. 2019. “When Students Tackle Grammatical Problems: Exploring Linguistic Reasoning with Linguistic Metaconcepts in L1 Grammar Education.” Linguistics and Education 52: 78–88. doi:10.1016/j.linged.2019.06.004.
   Web of Science ®Google Scholar
• Van Rijt, J., A. Wijnands, and P.-A. Coppen. 2019. “Dutch Teachers’ Beliefs on Linguistic Concepts and Reflective Judgement in Grammar Teaching.” L1 Educational Studies in Language and Literature 19: 1–28.. doi:10.17239/L1ESLL-2019.19.02.03.
   Web of Science ®Google Scholar
• Verhavert, S., S. De Maeyer, V. Donche, and L. Coertjens. 2018. “Scale Separation Reliability: What Does It Mean in the Context of Comparative Judgement.” Applied Psychological Measurement 42 (6): 428–445. doi:10.1177/0146621617748321.
   PubMed Web of Science ®Google Scholar
• Watson, A. 2015. “Conceptualisations of Grammar Teaching: L1 English Teachers’ Beliefs about Teaching Grammar for Writing.” Language Awareness 24 (1): 1–14. doi:10.1080/09658416.2013.828736.
   Web of Science ®Google Scholar
• Watson, A., and R. Newman. 2017. “Talking Grammatically: L1 Adolescent Metalinguistic Reflection on Writing.” Language Awareness 26 (4): 381–398. doi:10.1080/09658416.2017.1410554.
   Web of Science ®Google Scholar
• Wijnands, A. (2017, June). The use of Reference Grammars in secondary education. Paper presented at the ARLE PhD Preconference in Tallinn, Estonia.
   Google Scholar