Metalinguistic behaviour and its role in developing language awareness in second language learning

grantor: University of TorontoDefining metalanguage broadly to include the range of experiences, feelings, thoughts, and reactions of language learners during the language learning process, this study is based in both second-language acquisition theory and empirical research in second-language learning. Empirical and theoretical studies on form-focused instruction make it clear that some kind of direct grammatical instruction has an impact on second-language learning. It becomes clear through a further examination of relevant literature that a learner-centred approach which raises awareness of language while catering to the varying needs and learning strategies of the individual student is most suited to the language classroom. The research study itself is based in a first-year university-level Latin course. Through an analysis of the metalinguistic strategies of language learners, it is discovered that the learner undergoes a process of metalinguistic discovery which is manifested in a blend of traditional and individualized metalinguistic behaviour.M.A