The additive effect of metalinguistic awareness in third or additional language acquisition

References

• Alderson, J. C., D. Steel, and C. Clapham. 1997. “Metalinguistic Knowledge, Language Aptitude and Language Proficiency.” Language Teaching Research 1 (2): 93–121.
   Google Scholar
• Anderson, J. C. 2005. Cognitive Psychology and Its Implications. Sixth Ed. New York, NY: Worth.
   Google Scholar
• Andrews, S. 2007. Teacher Language Awareness. Cambridge Language Teaching Library. Cambridge: Cambridge University Press.
   Google Scholar
• Bialystok, E. 1979. “Explicit and Implicit Judgements of L2 Grammaticality.” Language Learning 29 (1): 81–103.
   Web of Science ®Google Scholar
• Bialystok, E. 2001. Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.
   Google Scholar
• Bialystok, E. 2011. “Reshaping the Mind: The Benefits of Bilingualism.” Canadian Journal of Experimental Psychology 65 (4): 229–235.
   PubMed Web of Science ®Google Scholar
• Bialystok, E., and R. Barac. 2012. “Emerging Bilingualism: Dissociating Advantages for Metalinguistic Awareness and Executive Control.” Cognition 122 (1): 67–73.
   PubMed Web of Science ®Google Scholar
• Carroll, J. B., and S. M. Sapon. 1959. Modern Language Aptitude Test. San Antonio, TX: Psychological Corporation.
   Google Scholar
• Cenoz, J. 2003. “The Additive Effect of Bilingualism on Third Language Acquisition: A Review.” International Journal of Bilingualism 7 (1): 71–87.
   Google Scholar
• Cenoz, J., and F. Genesee. 1998. Beyond Bilingualism: Multilingualism and Multilingual Education. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
   Google Scholar
• Crosson, A., and M. McKeown. 2016. “Middle School Learners’ Use of Latin Roots to Infer the Meaning of Unfamiliar Words.” Cognition and Instruction 34 (2): 148–171.
   Web of Science ®Google Scholar
• Cummins, J. 1981. “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.” In Schooling and Language Minority Students: A Theoretical Framework, edited by California State Department of Education, 3–49. Los Angeles: Evaluation, Dissemination and Assessment Centre, California State University.
   Google Scholar
• Dabrowska, E. 1997. “The LAD Goes to School: A Cautionary Tale for Nativists.” Linguistics 35: 735–766.
   Web of Science ®Google Scholar
• D’Angelo, F. 2020. “The Additive Effect of Bilinguals’ Metalinguistic Awareness in Additional Language Acquisition.” In Technology-Enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd  or 3rd  Language, edited by P. A. Mather, 13–24. Emerald Studies in Higher Education, Innovation and Technology. Bingley, UK: Emerald Publishing.
   Google Scholar
• De Angelis, J. 2007. Third or Additional Language Acquisition. Clevedon: Multilingual Matters.
   Google Scholar
• Elder, C., J. Warren, J. Hajek, D. Manwaring, and A. Davies. 1999. “Metalinguistic Knowledge: How Important Is It in Studying a Language at University?” Australian Review of Applied Linguistics 22: 81–95.
   Google Scholar
• Ellis, R. 1993. “The Structural Syllabus and Second Language Acquisition.” TESOL Quarterly 27: 91–113.
   Web of Science ®Google Scholar
• Flege, J., I. Mackay, and T. Piske. 2002. “Assessing Bilingual Dominance.” Applied Psycholinguistics 23: 567–598.
   Web of Science ®Google Scholar
• Hulstijn, J. 2005. “Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning: Introduction.” Studies in Second Language Acquisition 27 (2): 129–140.
   Web of Science ®Google Scholar
• Jessner, U. 2009. “Metalinguistic Awareness in Multilinguals: Cognitive Aspects of Third Language Learning.” Language Awareness 8 (3–4): 201–209.
   Google Scholar
• Leow, R. P. 1997. “Attention, Awareness, and Foreign Language Behavior.” Language Learning 47: 467–505. (Updated in Language Learning 51, 113–155).
   Web of Science ®Google Scholar
• Marian, V., H. Blumenfeld, and M. Kaushanskaya. 2007. “The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing Language Profiles in Bilinguals and Multilinguals.” Journal of Speech, Language, and Hearing Research 50: 940–967.
   PubMed Web of Science ®Google Scholar
• McDonough, J. 2002. “The Teacher as Language Learner: Worlds of Difference.” ELT Journals 56 (4): 404–411.
   Google Scholar
• Meara, P. 2005. Llama Language Aptitude Tests. Swansea. Lognostics.
   Google Scholar
• Roehr, K. 2008b. “Metalinguistic Knowledge and Language Ability in University-Level L2 Learners.” Applied Linguistics 29 (2): 173–199.
   Web of Science ®Google Scholar
• Rogers, V., P. Meara, R. Aspinall, L. Fallon, T. Goss, E. Keey, and R. Thomas. 2005. “Testing Aptitude: Investigating Meara's (2005) LLAMA Tests.” EUROSLA Yearbook 16: 178–210.
   Google Scholar
• Sachs, R., and B. Suh. 2007. “Textually Enhanced Recasts, Learner Awareness, and L2 Outcomes in Synchronous Computer-Mediated Interaction.” In Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies, edited by A. Mackey, 197–227. Oxford: Oxford University Press.
   Google Scholar
• Schmidt, R. 1990. “The Role of Consciousness in Second Language Learning.” Applied Linguistics 11: 129–158.
   Web of Science ®Google Scholar
• Scribner, S., and M. Cole. 1981. The Psychology of Literacy. Cambridge: Harvard University Press.
   Google Scholar
• Swan, M. 1994. “Design Criteria for Pedagogic Language Rules.” In Grammar and the Language Teacher, edited by M. Bygate, A. Tonkyn, and E. Williams, 45–55. New York, NY: Prentice Hall.
   Google Scholar
• Thomas, J. 1988. “The Role Played by Metalinguistic Awareness in Second and Third Language Learning.” Journal of Multilingual and Multicultural Development 9: 235–246.
   Web of Science ®Google Scholar
• Ulrike, J. 1999. “Metalinguistic Awareness in Multilinguals: Cognitive Aspects of Third Language Learning.” Language Awareness 8 (3-4): 201–209.
   Google Scholar
• Westney, P., and T. Odlin. 1994. Rules and Pedagogical Grammar. Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press.
   Google Scholar