By Dr. David Birdsong (auth.), Dr. David Birdsong (eds.)
It is frequently assumed that metalinguistic functionality (e.g., detection of ambiguity, judgments of grammaticality) straightforwardly displays linguistic wisdom. The inadequacies of such an assumption are explored during this quantity, which files the subtleties of the connection among metalinguistic functionality and data of a moment language (interlinguistic competence) from the views of language acquisition concept and cognitive and developmental psychology. This thorough and updated exam of metalinguistic phenomena bargains perception to these occupied with designing elicitation fabrics, interpreting and examining metalinguistic functionality facts, and making use of such proof to descriptions of interlanguage grammars and to second-language acquisition conception. The booklet additionally contributes constructively to the present debate about the position of metalinguistic variables in second-language acquisition, that's, how they finally have an effect on luck or failure in studying a moment language.
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Additional info for Metalinguistic Performance and Interlinguistic Competence
In everyday use of the term, skill is understood as implying, among other things: (a) that differences in number and kinds of skills (in the first sense) obtain across individuals; (b) that differences in level of skill (in the second sense) obtain across individuals; (c) that skill (in the second sense) can be improved with training or practice. On this last point, skill theorists emphasize the aptness of the maxim that practice makes perfect. Newell and Rosenbloom (1981) qualify the rule of thumb as follows: "Almost always, practice brings improvement, and more practice brings more improvement" (p.
Kann ich sagen, dies ist *seinlihr Geschenk? '). ") at later stages of development. In contrast, Bohme found that linguistic performance at early stages did not predict either later linguistic performance or metalinguistic awareness. These results appear to suggest an answer to the chicken-and-egg question concerning the relationship of metalinguistic performance to linguistic development: the former is the chicken, the latter, the egg. However, Bohme's correlational evidence is insufficient to argue for a necessary causal relationship.
What is more, the Morais et al. (1979) study and the Read, Yun-Fei, Hong-Yin, and Bao-Qing (1986) study conclude that segmentation skills relate not to literacy in general, but specifically to alphabetic literacy. A larger picture of speech analysis abilities is presented in Morais, Bertelson, Cary, and Alegria (1986). Groups of illiterate and ex-illiterate adults comparable to those in Morais et al. (1979) were tested for sensitivity to rhyme and ability to analyze speech into syllables. These capacities were found to develop without formal reading instruction up to a certain point, but were improved with reading instruction.
Metalinguistic Performance and Interlinguistic Competence by Dr. David Birdsong (auth.), Dr. David Birdsong (eds.)