Metalinguistic awareness and knowledge

Аннотация: цель данной статьи состоит в выявлении особенностей функционирования мифологем в политическом медиадискурсе США. В результате рассмотрения мифологем как инструмента воздействия на адресата посредством «оживления» политических мифов в рамках политического дискурса массмедиа выделены три группы мифологем: мифологемы архетипической природы, мифологемы стереотипической природы и мифологемы идеологической природы. Мифологемы позволяют свести воедино лингвополитику как лингвистическое программирование политических процессов, культуру как сокровищницу архетипических культурных кодов и идеологию как систему политических воззрений.

Questo contributo indagherà le implicazioni glottodidattiche derivanti dall’impiego dei corpora nella didattica della lingua spagnola, con particolare attenzione agli aspetti positivi e alle sfide che possono emergere durante questo processo educativo e al legame con le pratiche di riflessione metalinguistica, utili soprattutto a riconoscere, selezionare e riprodurre unità linguistiche complesse, quali quelle fraseologiche, in livelli di apprendimento linguistico-comunicativo di base.

This article uses reflective drawing to explore representations of multilingualism by Anglophone migrants in Luxembourg. Analysing twelve interviews in which participants drew and described their language experiences, we examine the language ideologies Anglophone migrants adopt in response to the ideologies of English they encounter. Participants adopt various ideologies, sometimes aligning with the ideology of global English, sometimes with counterideologies of resistance to it, and sometimes a mix of the two. Visual features indexing affective states include colour, gesture, facial expression, and composition. Monolingual cringeexpressed as shame, embarrassment and being 'bad at languages'performs several functions for the participants. Sometimes it serves as an affective disclaimer, allowing them to lean on their privilege in a more socially acceptable way. Sometimes it appears to express genuine distress, in the form of searing linguistic insecurity. Sometimes it performs a distancing function, enabling them to oppose themselves to the stereotype of the monolingual English speaker. The affective intensity of the drawings suggests the ideology of global English does have costs for Anglophone migrants. Fundamentally, though, monolingual cringe reinforces privilege, allowing participants to apologise for their monolingualism even as they continue to benefit from it.

This article uses reflective drawing to explore representations of multilingualism by Anglophone migrants in Luxembourg. Analysing twelve interviews in which participants drew and described their language experiences, we examine the language ideologies Anglophone migrants adopt in response to the ideologies of English they encounter. Participants adopt various ideologies, sometimes aligning with the ideology of global English, sometimes with counterideologies of resistance to it, and sometimes a mix of the two. Visual features indexing affective states include colour, gesture, facial expression, and composition. Monolingual cringeexpressed as shame, embarrassment and being 'bad at languages'performs several functions for the participants. Sometimes it serves as an affective disclaimer, allowing them to lean on their privilege in a more socially acceptable way. Sometimes it appears to express genuine distress, in the form of searing linguistic insecurity. Sometimes it performs a distancing function, enabling them to oppose themselves to the stereotype of the monolingual English speaker. The affective intensity of the drawings suggests the ideology of global English does have costs for Anglophone migrants. Fundamentally, though, monolingual cringe reinforces privilege, allowing participants to apologise for their monolingualism even as they continue to benefit from it.

It is said that it takes a village to raise a child. I believe the same applies to the pursuit of a doctoral degree and the writing of a dissertation. Had it not been for the countless people who helped me in one way or another, through the long years I spent in this country in pursuit of my doctorate, I would have never been able to finish. My mother, who passed away many years ago, is the first person I want to thank for this accomplishment. She had a passion for education that inspired all of us at home, especially me. She worked from dawn to dusk so that we could go to school and then go to college. To her, an education was the most precious gift she could give us. Then there was my aunt, Margarita. She took my sisters, my brother, and I under her wing and helped my mother make her dream for us come true. I owe my interest in languages to my aunt and sisters, Gloria and Carmenza, who supported me to complete high school in the United States. No less important were my university friends: Vicky, Berenice, and Nora Alicia. They were so bright and so passionate for knowledge that I could not but follow their footsteps. They taught me that our education should serve not only our own individual puiposes but the purposes of our communities. I would not have become an educator, however, had it not been for my mentor and friend, Cristina Frodden. She believed 1 could be a good teacher at a time when I had not considered teaching as a career. She encouraged me to pursue a specialization in foreign language teaching, and then my master's and doctoral degrees. Her permanent support, trust, and encouragement were vital for succeeding in these endeavors. When financial matters were an obstacle to my studies, she was the first one to lend me a hand. v With the help of professors Gloria Idarraga and Jerri Willett, she sent me abroad in pursuit of my dreams. Once away from the University of Antioquia, my family, and my friends, it was Professor Willet who took me under her wing. I have no words to express everything Professor Willet has done for me in the course of these 8 years. She has been my benefactor, my mentor, my chair, my advisor, and my employer. She trusted me even when I did not trust myself. She inspired me to continue, and pushed me just hard enough so I would give the best that I had, without losing trust in myself or feeling discouraged. When I felt that I would have to give up my research interests for lack of a proper setting, she not only pointed this setting for me but hired me as a Program Assistant, so that my work and research interests could go hand in hand. It was this setting, which saw my life and my research unfold and change for four years. In it I met the most wonderful people I have met in my life and learned the lessons that I would have never anywhere else in terms of collaboration, community, support, perseverance, courage, persistence, and resilience. To the BGS students who taught me those lessons, the BGS faculty and Director, to Dr. Theresa Austin, the Program, who made those experiences and lessons possible, and to Nancy my focal student and co¬ researcher, who spent numberless hours with me, analyzing her papers, I will be eternally grateful. When Professor Willett could not be there for me, it was Professor Meg Gebhard who kept me going. She met with me in her home, in cafes and in her office, and never got tired of reiterating to me that I was good and I could to do it. During the hard days that followed the presentation of my dissertation proposal, it was she who took me by the hand and showed me the way. Professor Donna LeCourt was no less reassuring. She gave me her honest opinion about my work, provided me with references, met with me every time I needed more guidance, and encouraged me to follow my hunches and my chair's advice. But I was not alone in a strange country, my family was there, supporting me through my sister Carmenza, who never stopped checking on me, serving as the link with my family and friends in Colombia, visiting me, and encouraging me to keep going in times when I thought it was easier to give up. My friends from Colombia were there also, supporting me with e-mails and prompts to finish so that I could come back home. The friends I had made here in the U.S. were also there, reassuring me, comforting me, making me see that 1 was not alone, and taking me away from my books from now and then so that I could experience other things. Angela and Erik, Andres and Natalia, Juan Pablo and Maria Eugenia, Thelma, all made me see that there was more to life than just studying. With their company and friendship, they kept me from quitting or going back home without finishing. During those crunch days of writing before the defense, it was them and my sister Carmenza who helped me keep my sanity and my self-confidence. I would not have survived those final days before my defense had it not been for them. So, to my community of family, friends, mentors, and colleagues, thank you. Without you, I would have never gotten this far.

Bilingualism is an exponentially increasing condition in today’s world population due to mass immigration and globalization. Today, more than half of the world’s children are raised bilingual (cf. Marian & Shook, 2012). Previous research has shown that individuals raised in bilingual environments enjoy linguistic and cognitive advantages. More specifically, acquiring a second language has been reported to confer advantages on children’s verbal and nonverbal cognitive abilities. Regarding verbal abilities, bilingual children often outperform monolinguals in areas like perspective-taking, metalinguistic awareness, i.e. the ability to reflect upon and manipulate the structural features of language, and narrative production (Altman, Armon-Lotem, Fichman, & Walters, 2016; Garcia-Frazier, 2013; Greenberg, Bellana, & Bialystok, 2013; Tsimpli, Peristeri, Andreou, 2016; Tunmer & Herriman, 1984). Moreover many studies yield compelling evidence for a bilingual advantage on non-verbal executive...

This reply explores issues with documenting prosodic structures given their unique relationship with metalinguistic knowledge. New evidence and perspectives are incorporated into a deeper investigation of Budai Rukai and the analytical decisions that underlie its reanalyzed prosodic system. This case study is then taken as a basis for discussion of a possible standardized protocol for the documentation of prosodic structures, in which diverse types of phonological evidence are integrated and contextualized.

The ease and consistency with which speakers of many languages provide direct judgments about syllable structure has been taken by scholars as evidence that these judgments are accurate and sufficient argumentation for an analysis of syllable structure in descriptive works. This paper questions whether the results of direct elicitation tasks reliably indicate a prosodic domain that is meaningful in the language’s phonology and provides alternative forms of evidence for syllable structure from intonation. This is done through a case study of Budai Rukai, a Formosan language whose contact relationship with Sinitic languages affects how speakers respond to syllable judgment tasks.

This article proposes an internal analysis of Herodotus’ discourse on the origin of the names of the Greek gods, involving the Egyptians, Pelasgians, Phoenicians, Libyans and, ultimately, the Greeks (including Homer and Hesiod), independently of any historical plausibility (Histories, II, 4, 2; 49, 1-3; 50, 1-3; 52, 1-3; 53, 1-3). It first takes into account Herodotus’ (meta)linguistic reflections on the history of the Greek language and the barbarian languages, then it exploits two neglected ancient rereadings: Plato, Critias, 113a-b and Diodorus Siculus, I, 11-18. The notion of μεταβολή (linguistic change) and the different processes of coreference and translation of ὀνόματα (proper names) in Herodotus, Plato and Diodorus shed light on Herodotus’ account on these Greek theonyms with “doubly barbarian” origins and their different degrees of opacity.
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L’article propose une analyse interne du discours d’Hérodote sur l’origine des noms des dieux grecs faisant intervenir les Égyptiens, les Pélasges, les Phéniciens, les Libyens et, in fine, les Grecs (dont Homère et Hésiode), indépendamment de toute vraisemblance historique (Enquête, II, 4, 2 ; 49, 1-3 ; 50, 1-3 ; 52, 1-3 ; 53, 1-3). Il prend d’abord en compte la réflexion (méta)linguistique d’Hérodote sur l’histoire de la langue grecque et sur les langues barbares, puis exploite deux relectures anciennes négligées : Platon, Critias, 113a-b et Diodore de Sicile, I, 11-18. La notion de μεταβολή (changement linguistique) et les différents procédés de coréférence et de traduction des ὀνόματα (noms propres) chez Hérodote, Platon et Diodore permettent d’éclairer le discours d’Hérodote sur ces théonymes grecs aux origines « doublement barbares » et leurs différents degrés d’opacité.

Establishing authorship for the purpose of L2 writing evaluation has become problematic due to improvements in AI translation and generative AI since 2022. Literate talk, “the nature of talk that introduces educational concepts to students and provides discipline-specific ways of talking
about those concepts” (Hammond, 2017), may help teachers to articulate a fresh approach to evaluating academic writing in order to counter the misuse of generative AI. Students’ ability to talk about written work could become a supplement, supporting and validating their claim to authorship. This paper draws on data from three university students during their senior thesis advising sessions. Sessions were recorded and analysed to investigate how the instructor made intuitive judgments about the authenticity of authorship. The evidence used to support intuitive judgements of authenticity included not only the spoken performance in English but non-verbal cues and translanguaging as well as familiarity with the student’s performance over time.

What are elites? What is eliteness? How do elites connect to language? What is elite multilingualism? In what ways does elite multilingualism differ from other types of multilingualism? How can we study elites, eliteness, and language? Why is it important and interesting to study elite multilingualism? And why and how is it significant to the field of pragmatics? These are key questions that not only form the centre of this handbook chapter but also relate to long-standing concerns over the social study of language and questions over why some forms of multilingualism are valued differently than others.

This book chapter presents articulation as the core concept of Essex-style discourse theory. It also presents related concepts such as the field of
discursivity, the nodal point, the empty signifier, logics of equivalence and difference, as well as a brief introduction the Lacanian approach to discourse and subjectivity. The chapter also discusses new tendencies in poststructuralist discourse theory. Special attention goes to the subfield of fantasy studies, to inquiries into the logics of populism, as well as to theoretical and empirical explorations of the discursive-material knot. The final section of this chapter provides a brief discussion of the way lin-
guistic pragmatics and poststructuralist thought might be articulated together and enrich each other. If linguistic pragmatics offers insight into the pragmatic dimension of articulatory practices, highlighting the importance of reflexive awareness, choice-making, and indexicality in discourse (Verschueren 2011, 1999; Robinson 2006), discourse theory
offers a powerful explanative framework for the human impulse to find meaning in productive but vain attempts to fix the boundaries of identities, groups, and entire societies.

Drawn from a conference that addressed the role of sentence combining in the teaching of writing, the papers in this collection are divided into three sections: the theory of sentence combining, research in sentence combining, and sentence combining in the classroom. The 22 papers discuss a variety of topics, including the following: (1) sentence combining, style, and the psychology of composition; (2) the effect of sentence combining instruction on reading comprehension; (3) syntactic manipulation and scores in reading comprehension; (4) sentence combining in a comprehensive language framework; (5) developing paragraph power thror. sentence combining; 16) parallel sentence combining studies in grades nine and eleven; (7) multivariate analysis in sentence combining research; (8) problems in analyzing maturity in college and adult writing; (9) sentence analysis and combining as a means of improving the expository style of advanced college students; (10) sentence combining in training programs for business, industry, and government; (11) teaching the logic of sentence connection; and (12) sentence combining and composing in the classroom. The collection concludes with a bibliography of materials concerning sentence combining and writing instruction. (HOD)

Las pautas de evaluación que se utilizan en el aula para guiar el proceso de producción textual están en relación con el modelo de enseñanza y aprendizaje adoptado. Se propone su uso como desencadenante de procesos interactivos de tal modo que permitan ...

Limba națională este limba specifică unui popor, specific legată de nașterea și evoluția acestuia ca o civilizație, definitorie pentru spiritualitatea, psihologia și ființa ei etnică, pentru că "limba unui popor se confundă și se identifică cu naționalitatea lui, cu memoria părinților, cu leagănul, cu mama, de unde ea-limba se numește-limba maternă, o exprimare sublimă", menționa, B. P. Hașdeu). Limba literaturii artistice este cea folosită în scrierile beletristice. Ea nu trebuie confundată cu limba literară, pentru că, spre deosebire de aceasta, permite folosirea tuturor registrelor și a formelor de manifestare ale limbii române, de la arhaisme și regionalisme, la termeni argotici și de jargon, de la expresii populare la termeni științifici, în funcție de viziunea artistică a autorului, de epoca la care se raportează, de natura personajelor, etc.. Receptarea și producerea textelor orale și scrise se realizează prin armonizarea tuturor nivelurilor limbii: fonetic, ortografic și de punctuație, morfosintactic, lexicosemantic, stilistico-textual, nonverbal, paraverbal. Limbajul literar are câteva trăsături specifice: 1.Limba literară este o formă elaborată de existență a limbii comune naționale. Ea este expresia cea mai desăvârșită, în sensul că reprezintă o sinteză a dezvoltării și a posibilităților limbii întregului popor; 2.Limba literară este forma cea mai îngrijită de manifestare a unei limbi folosită pentru exprimarea ideilor din cultură și știință; 3.Limba literară are caracter normat, adică funcționează în virtutea unor reguli sau norme gramaticale, fonetice, ortografice, etc.; 4. Limba literară prin folosirea sa, slujește viața spirituală a societății; 5. Limba literară este folosită în actele oficiale, în operele științifice, în presă, etc., având un caracter unitar (este aceeași pentru toți vorbitorii), stabilă și fiind fixată în scris. Comunicarea orală și scrisă corectă și eficientă depinde de respectarea normelor limbii literare ce funcționează ca un sistem reglator, un filtru necesar. Ele sunt cuprinse în lucrări normative, precum "Dicționarul ortografic, ortoepic și morfologic al limbii române", "Gramatica limbii române" și "Îndreptarul ortografic, ortoepic și de punctuație". "Cultivarea limbii" înseamnă, în primul rând, asigurarea exprimării corecte, conform normelor limbii literare actuale-și, la un nivel superior, rafinarea și îmbogățirea ei. În ambele accepții, cultivarea limbii vizează toate componentele exprimării orale și scrise, deci pronunțarea, ortoepia, scrierea, ortografia și punctuația, vocabularul și gramatica. Experiența umană a demonstrat ca, pentru a găsi căile eficiente de realizare a schimbărilor complexe, e necesar să conștientizăm rolul și locul omului în acest proces. Starea actuală în învățământ, fiind determinată de schimbarea esențială a orientării socialeconomice de dezvoltare a societății și de schimbare a paradigmelor educaționale, se caracterizează prin contradicția dintre ritmul reformării învățământului și competența existentă în sistemul de conducere din învățământ.

Limba națională este limba specifică unui popor, specific legată de nașterea și evoluția acestuia ca o civilizație, definitorie pentru spiritualitatea, psihologia și ființa ei etnică, pentru că "limba unui popor se confundă și se identifică cu naționalitatea lui, cu memoria părinților, cu leagănul, cu mama, de unde ea-limba se numește-limba maternă, o exprimare sublimă", menționa, B. P. Hașdeu). Limba literaturii artistice este cea folosită în scrierile beletristice. Ea nu trebuie confundată cu limba literară, pentru că, spre deosebire de aceasta, permite folosirea tuturor registrelor și a formelor de manifestare ale limbii române, de la arhaisme și regionalisme, la termeni argotici și de jargon, de la expresii populare la termeni științifici, în funcție de viziunea artistică a autorului, de epoca la care se raportează, de natura personajelor, etc.. Receptarea și producerea textelor orale și scrise se realizează prin armonizarea tuturor nivelurilor limbii: fonetic, ortografic și de punctuație, morfosintactic, lexicosemantic, stilistico-textual, nonverbal, paraverbal. Limbajul literar are câteva trăsături specifice: 1.Limba literară este o formă elaborată de existență a limbii comune naționale. Ea este expresia cea mai desăvârșită, în sensul că reprezintă o sinteză a dezvoltării și a posibilităților limbii întregului popor; 2.Limba literară este forma cea mai îngrijită de manifestare a unei limbi folosită pentru exprimarea ideilor din cultură și știință; 3.Limba literară are caracter normat, adică funcționează în virtutea unor reguli sau norme gramaticale, fonetice, ortografice, etc.; 4. Limba literară prin folosirea sa, slujește viața spirituală a societății; 5. Limba literară este folosită în actele oficiale, în operele științifice, în presă, etc., având un caracter unitar (este aceeași pentru toți vorbitorii), stabilă și fiind fixată în scris. Comunicarea orală și scrisă corectă și eficientă depinde de respectarea normelor limbii literare ce funcționează ca un sistem reglator, un filtru necesar. Ele sunt cuprinse în lucrări normative, precum "Dicționarul ortografic, ortoepic și morfologic al limbii române", "Gramatica limbii române" și "Îndreptarul ortografic, ortoepic și de punctuație". "Cultivarea limbii" înseamnă, în primul rând, asigurarea exprimării corecte, conform normelor limbii literare actuale-și, la un nivel superior, rafinarea și îmbogățirea ei. În ambele accepții, cultivarea limbii vizează toate componentele exprimării orale și scrise, deci pronunțarea, ortoepia, scrierea, ortografia și punctuația, vocabularul și gramatica. Experiența umană a demonstrat ca, pentru a găsi căile eficiente de realizare a schimbărilor complexe, e necesar să conștientizăm rolul și locul omului în acest proces. Starea actuală în învățământ, fiind determinată de schimbarea esențială a orientării socialeconomice de dezvoltare a societății și de schimbare a paradigmelor educaționale, se caracterizează prin contradicția dintre ritmul reformării învățământului și competența existentă în sistemul de conducere din învățământ.

Do factive mental states come in degrees? If so, what is their underlying structure, and what is their theoretical significance? Many have observed that ‘knows that’ is not a gradable verb and have taken this to be strong evidence that propositional knowledge does not come in degrees. This paper demonstrates that the adjective ‘aware that’ passes all the standard tests of gradability, and thus strongly motivates the idea that it refers to a factive mental state that comes in degrees. We will explore a range of structural questions that have been overlooked in regard to our awareness of facts, showing that the degreed structure of awareness has significant implications for our understanding of knowledge.

In the past years, different Hispanic countries have witnessed a rise in Plain Language (Lenguaje Claro) initiatives by public institutions, including the publication of Plain Language guides. Since these types of actions seek to influence how a linguistic community uses language through training, regulations, teaching materials, etc., it is useful to evaluate them in light of the most recent findings in Applied Linguistics and Writing Pedagogy. In this article, we analyze a corpus of Plain Legal Language guides in Spanish to identify patterns in the understanding of clarity within them. Results show that these guides differ very little from one another and that they have tended to replicate a series of abstract rules focused on grammatical accuracy and style correctness ("write short sentences," "avoid the passive voice," "respect the subject, verb, object order") that ended up becoming universal principles for clarity. This current form-focused approach fails to grasp that clarity is not achieved by mechanically following form-centered rules at the sentence level. Moreover, it contradicts the most recent findings in writing pedagogy and may even be what causes so much resistance in certain professionals. Thus, we draw on the theoretical principles of Myhill et al. (2020) writing instruction proposal to offer new directions on how to approach plain language teaching and to design impactful plain language policies and resources. We argue that plain language should even be a part of general legal writing instruction, but for that to happen, we need to think of plain language, not as a set of rules to be followed, but as a set of literacy skills that are useful for any legal practitioner.

Effectively constructing a confident authorial stance and framing one's argument in the context of the ongoing scholarly conversation are important skills for writers to acquire as they gain expertise writing in an academic discipline. Construction of an effective authorial stance is complicated by conventions of avoiding first-person pronouns in many disciplines. Varying practices for authorial positioning across languages and cultures further complicate this process for non-native speakers learning to write research in English. Learning to notice metadiscourse features related to stance can offer students multiple approaches to convey stance with and without using first person pronouns. This article discusses research from English for Academic Purposes (EAP) and composition studies to explore contrasting patterns of stance construction across disciplines, languages, cultures, and academic levels. It then describes a comparative genre analysis assignment in which writers in a required, upper-level WID course, including international students, analyze patterns of stance-related metadiscourse in their own writing and the published work of a scholar in their discipline to increase their rhetorical awareness about framing their perspective in academic arguments.

To address graduate writing pedagogy in technical communication, this article reports on a study of 14 award-winning dissertations in the field. By treating dissertations as cultural artifacts constitutive of the educational contexts in which they are authored, this study reads dissertation methodology sections as research narratives to understand how we prepare new scholars and to examine the changing nature of what we value in the field.

This study aimed to investigate the relatedness of five different operationalizations of explicit knowledge of English morphosyntax within the framework of levels of processing. Two groups of university students, majoring in English translation at BA level, participated in the study. For the purpose of the study, five different operationalizations of the explicit knowledge of English morphosyntax were drawn from the literature and two metalinguistic knowledge tests were constructed. The two measures were piloted; the one with 52 items showed strong overall internal consistency (α=0.98) and the other one with 30 items showed an acceptable overall internal consistency (α=.70). The data analyses using Pearson correlation revealed that there is no high correlation between the five variables, and therefore no serious covariation problem was detected. Moreover, the results of repeated-measures ANOVA showed that there was a significant within-group difference between the performances of ea...

This study explored the relationship between implicit and explicit knowledge of 13 second language (L2) English grammar points and the relationship of each type of knowledge with language learning aptitude and working memory capacity in 90 Mexican learners of L2 English at three different levels of proficiency (Level 5, Level 7, Level 9). An elicited imitation test and an oral narrative test were used to measure implicit knowledge, and a metalinguistic knowledge test was used to measure explicit knowledge. With respect to language learning aptitude and working memory, the former was operationalised by the LLAMA test, and the latter by the backward digit span test. With regard to the relationship between implicit and explicit knowledge, implicit knowledge correlated positively and weakly with explicit knowledge while an analysis by grammar point showed a non-significant negative correlation approaching significance between implicit and explicit scores. These results indicate that lea...

O objetivo do presente trabalho e estudar se ha uma dificuldade especifica dos maus leitores na consciencia morfologica. Participaram desta pesquisa seis criancas que faziam parte do estudo “Consciencia morfologica: um estudo longitudinal”. Elas pertenciam a classes de segundo e terceiro ano de escolas particulares no interior de Minas Gerais. Tres delas com media de idade 91,0 meses e que liam de acordo com esperado pela sua idade no TDE (grupos de bons leitores) e tres criancas com 97,7 meses, classificados como leitores de nivel inferior (grupo de maus leitores). As criancas realizaram tarefas de habilidades metalinguisticas e de leitura. Os resultados da pesquisa nao identificaram um deficit especifico da consciencia morfologica na leitura dos leitores com dificuldade.

Previous research on metalinguistic awareness has revealed its crucial role in successful additional language learning experience. Scholars (e.g., Alderson et al, 1997) were interested in the possible effects of individual difference variables, chief among which are motivation and proficiency, on learners' metalinguistic awareness level. The present study focuses on motivation and proficiency, exploring their relationships with the metalinguistic awareness of multilingual and bilingual learners of Hungarian as an additional foreign language (Ln). It also aims at examining the difference in the level of language motivation and metalinguistic awareness between multilingual and bilingual learners. Twelve bilingual and multilingual international adult learners of Hungarian as an Ln were administered a linguistic background questionnaire, a motivation/attitude questionnaire, and a metalinguistic awareness test. The results of statistical analyses indicated that there was a positive and significant relationship between learners' level of metalinguistic awareness and motivation. However, no relationship was found between learners' metalinguistic awareness and proficiency. The findings also showed that multilingual learners exhibited a higher level of motivation and metalinguistic awareness than their bilingual peers. Furthermore, significant positive correlations were found between the number of languages spoken by the learners and their metalinguistic awareness and motivation.

Loin de désigner génériquement différentes formes de métalangage, la linguistique populaire constitue aujourd’hui un domaine propre, qui englobe les représentations et pratiques épi- et métalinguistiques (perceptions, savoirs, discours, interventions, etc.) des locuteurs « ordinaires » ou non-linguistes – situés hors du champ scientifique ou de contextes hégémoniques institutionnalisés – ainsi que, au niveau méta, l’étude de ces représentations et pratiques.
Le présent manuel envisage d’abord la linguistique populaire d’un point de vue historiographique, théorique et méthodologique : il interroge notamment la délimitation entre « linguistes » et « non-linguistes » et examine en détail les défis liés à la collecte de données. L’ouvrage explore ensuite les rapports entre la linguistique populaire et les domaines linguistiques limitrophes tels que la traductologie, la didactique et la lexicographie. Enfin, le volume rend compte des recherches concrètes ayant été menées dans le domaine de la linguistique populaire en langues romanes.

Información bibliográfica publicada por la Deutsche Nationalbibliothek La Deutsche Nationalbibliothek recoge esta publicación en la Deutsche Nationalbibliografie; los datos bibliográficos detallados están disponibles en Internet en http://dnb.d-nb.de. Catalogación en publicación de la Biblioteca del Congreso Para este libro ha sido solicitado un registro en el catálogo CIP de la Biblioteca del Congreso.

Las contribuciones del presente volumen trilingüe (en español, francés e inglés) se dedican a explorar las articulaciones entre los campos de la glotopolítica y la lingüística románica. Se pretende al mismo tiempo renovar la romanística actual relacionándola con cuestiones de desigualdad social y rescatar sus tradiciones intelectuales que pueden ser interpretadas como constitutivas de la glotopolítica. Objetos de estudio heterogéneos como discursos metalingüísticos académicos, listas de lenguas, glosarios gubernamentales, programas de software, la interacción en situación de petición de asilo, intervenciones en situaciones de plurilingüismo regional, etc., se abordan partiendo de las premisas de la inseparabilidad de lo lingüístico y lo político, la historicidad y la contextualidad.

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitude, metalinguistic knowledge, language maintenance habits, self-efficacy, and anxiety. The findings revealed that participants’ metalinguistic knowledge, anxiety, and formally acquired multilingualism positively correlated with their language aptitude. Moreover, those possessing advanced language aptitude engaged in language maintenance habits that were both quantitatively and qualitatively different from those who exhibited weaker aptitude.

In comparison to the large body of research on reading and its underlying processes in the field of literacy acquisition, the number of studies investigating the components of writing has remained rather limited (Treiman, 1993). Given that spelling is a fundamental aspect of the ability to write, understanding the nature of spelling may contribute to improvements in literacy instruction, in particular, for those who experience learning difficulties. The course of spelling development has been mostly studied in

Logics of Critical Explanation proposed a methodological approach that could render the insights of Poststructuralist Discourse Theory (PDT) and post-Marxist political theory more conducive to critical empirical research. It also offered a language with which to counter positivist tendencies to colonize the space of methods and research strategies, showing how PDT could facilitate both explanatory and critical endeavours. Since its publication in 2007, a number of studies have applied the logics framework to empirical cases, while critically engaging with its methodological and theoretical arguments. The main purpose of this article is to evaluate some of these developments, and to set out some future challenges faced by this research programme.

The categorization made by Besse & Porquier (1984) about the notion of grammar underlies this paper. This categorization is used as a tool to think about the necessity of distinguishing grammar for pupils from one part and grammar for teachers from the other part. The paper still proposes a global perspective, inspired by Vygotski's writings, on the role of grammatical activities in a didactic coordination of L1 and L2. Le propos Dans cet article 1 , je ne traiterai pas directement du problème de la terminologie dans une perspective interlinguistique, mais j'aimerais proposer une réflexion qui se situe en quelque sorte en amont de cette question. J'essayerai de repenser le sens, la fonction et le statut de la grammaire à l'école, en m'appuyant sur les distinctions faites par Besse & Porquier (1984) et je proposerai une distinction entre deux univers de connaissances grammaticales: celui des enseignants et celui des élèves.

Resumo Este estudo avaliou a consciência sintática de dez sujeitos no espectro do autismo (com idades entre 5 anos e 7 meses e 14 anos e 8 meses) e investigou o papel que a consciência sintática desempenha nos padrões de linguagem desses sujeitos. Constatou-se a existência de diferentes perfi s linguísticos por meio da Prova de Consciência Sintática (Adaptada). Foram detectados quatro subgrupos com: (a) desempenho inferior em correção de frases agramaticais e frases agramaticais e assemânticas; (b) desempenho inferior em correção de frases agramaticais e assemânticas; (c) desempenho mediano em todos os subtestes e acima da média em julgamento gramatical; e (d) desempenho superior nos quatro subtestes. Esses resultados não são generalizáveis para a população de sujeitos com autismo, mas revelaram evidências da interferência das falhas de habilidades presentes no espectro do autismo nas habilidades envolvidas na realização das tarefas. Palavras-chave: Transtorno autístico, desenvolvimento da linguagem, avaliação, cognição.

Las tareas de producción textual colaborativa constituyen un marco adecuado para el estudio de los procesos cognitivos de escritura. Este trabajo, de tipo descriptivo y cualitativo, utiliza datos provenientes de la escritura colaborativa para averiguar el modo como el alumnado de primaria lleva a cabo los procesos de planificación y de revisión textuales, en concreto, cuándo lo hace y a qué operaciones propias de estos procesos presta atención. Para ello, se grabaron y analizaron las interacciones orales de nueve parejas de estudiantes de primaria que escribieron fábulas colaborativamente en español L1. Los resultados muestran que la planificación está fundamentalmente dirigida a la generación de ideas y que esta se produce principalmente durante la escritura. En cuanto a la revisión, se observa que el alumnado revisa diversos aspectos de la escritura durante la textualización, pero solo dos parejas realizan una revisión final, la cual se centra exclusivamente en aspectos ortográfic...

The study involved a cross-linguistic corpus analysis of metadiscourse usage in first language (L1) Arabic university students' argumentative texts in English and Arabic in a university in Qatar, paralleled by 'writing conversation' interviews with a sub-sample of the student writers to explore their metalinguistic understanding of metadiscourse used in their own Arabic and English texts. Thus, it explored, firstly, the linguistic differences in metadiscourse usage in argument writing in Arabic (L1) and English (L2), and secondly, students' metalinguistic understanding of metadiscourse in argument texts. One important finding from the study was that students had very little metalinguistic understanding of the metadiscourse they did use, or of other metadiscoursal features that they could use: indeed, they often discussed the metadiscourse they used without reference to how it was used 'to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community' (Hyland, 2005, p. 37). Although the students had a strong understanding of the conventional features of argument writing, principally derived from writing instruction, they had limited metalinguistic understanding of the textual choices they could make to negotiate the relationships between writer, reader and text. Given what might be thought of as an obvious connection between what writers do in a text and their authorial understanding of the choices they make, it is perhaps surprising that current research on metadiscourse and metalinguistic understanding for writing exist as very separate fields of enquiry with very little interaction between the two. Methodologically, metadiscourse tends to be explored through corpus studies, but metalinguistic understanding is largely researched through qualitative methods, reflecting the fact that metadiscourse has a textual focus, whilst metalinguistic understanding for writing has a writer focus. Theoretically, metadiscourse is a linguistic theory, whereas metalinguistic understanding, as thinking and linguistic decision-making in writing, is predominantly from cognitive psychology. However, to fully understand how learners become proficient writers, it is critical to attend to both the writer AND the written text and to benefit from insights from linguistics and cognitive psychology. This seminar series created the opportunity to bring together international researchers in these two fields to explore synergies between the two concepts and to consider more helpful ways to advance both future research and pedagogical practice with a more coherent model of their interrelationship. The seminar series comprised three seminars held in May and June 2022: the first and third were half-day online seminars, whilst the second seminar was a whole day, hosted face-to-face at the University of Exeter and synchronously online. The participants represented research perspectives

Cet article vise à montrer les différentes mises en oeuvre de la perspective actionnelle dans le domaine de l'enseignement/apprentissage des langues étrangères. Ces mises en oeuvre varient, selon l'interprétation des nouvelles orientations du Cadre Européen Commun de Référence pour les Langues, entre une version minimaliste, caractérisée par le maintien de l'ancrage communicatif, et une version maximaliste, considérée comme une rupture épistémologique avec l'approche communicative. Le présent travail porte sur une expérimentation menée dans deux classes de français langue étrangère à l'université de Bordj Bou-Arréridj, dans le but de mesurer l'impact de l'application des deux versions sur l'interaction orales des étudiants. Les résultats révèlent que la version maximaliste est plus efficace pour le développement des compétences orales des étudiants, malgré les difficultés de taille relevant de sa mise en oeuvre dans notre contexte.

Este artigo descreve um estudo que investigou o papel da escolarização no desenvolvimento da consciência sintática. Quarenta e três adultos brasileiros divididos em três grupos de acordo com o seu nível de alfabetização participaram do estudo. Eles realizaram três testes de consciência metalingüística: julgamento de sentenças corretas, julgamento de sentenças incorretas e uma tarefa de correção. Os resultados não apresentaram evidências para um efeito da escolarização do desenvolvimento metassintático. No entanto, eles indicam que diferentes níveis de habilidade metalingüísticas são necessários para a realização de diferentes testes de consciência sintática. Palavras-chave: alfabetização; consciência sintática; desenvolvimento metalingüístico.

Lo studioso Vito Domenico Palumbo nacque a Calimera nell'aprile del 1854. Seguì gli studi umanistici prima presso il seminario di Otranto e, successivamente, di Molfetta. Durante il servizio militare approfondì la lettura dei classici latini e greci; terminato il servizio di leva studiò per un anno Scienze sociali a Firenze e per tre anni studi giuridici a Napoli. Nel 1879 pubblicò la traduzione di Vita-Sogno 1 , tratta dalla Commedia Agorà di Demetrio Paparrigopoùlos. Egli scelse proprio quest'opera perché, come afferma P. Stomeo 2 , entrambi erano seguaci della scuola di Lord Byron, Leopardi e De Musset: elemento comune era la malinconia romantica. Nel dramma Vita-Sogno l'autore satireggia la vita indifferente dell'aristocrazia ateniese dell'epoca, il rigore scientifico degli intellettuali, i problemi della società e sottolinea il vero senso della vita. Durante l'anno accademico 1882-1883 ottenne una borsa di studio ad Atene per approfondire lo studio del Neogreco 3. Negli ambienti culturali ateniesi strinse amicizia con vari intellettuali, come Polìtis, Polemìs, Surìs e, soprattutto, Thermòs Ànninos, che collaborò con la rivista "Cultura salentina", diretta da Palumbo. Essi erano uniti dagli stessi interessi, come l'amore per le tradizioni e i canti popolari. D'altra parte, nella seconda metà dell'Ottocento, sulla scia del Romanticismo tedesco, in vari Stati europei si sviluppò l'interesse e lo studio della letteratura popolare, come affermazione dell'identità nazionale (ciò che avviene anche oggi per effetto della globalizzazione). Ad Atene divenne socio del Circolo filologico Parnassòs dove nel 1896, durante una Conferenza, relazionò sulla storia e la cultura della Grecìa Salentina, chiedendo l'invio di docenti greci nel Salento e l'istituzione di una scuola greca. Inoltre, collaborò con varie riviste ateniesi, come Akròpolis, Efimerìs, Tilègrafos. Palumbo era spinto da un affetto fraterno per la Grecia e cercò in tutti i modi di metterla in contatto con la sua terra ellenofona per cercare di salvare il Griko ed evitarne la scomparsa. Nel frattempo, nel 1882 aveva iniziato anche la raccolta e registrazione dei canti popolari della Grecìa Salentina nei suoi Tetràdia (Quaderni) che, dopo la sua morte, furono raggruppati dal filologo O. Parlangeli, che li aveva avuti in consegna dal pittore Michele Palumbo. Parlangeli diede ufficialmente notizia di questo lascito in un articolo pubblicato in tedesco sulla rivista "Bizantinische Zeitschrift" 4. I quaderni (1882-1912) contenevano un'enorme quantità di canti e storie registrati dalla viva voce dei cittadini calimeresi e di altri paesi ellenofoni (Corigliano d'Otranto, Martano, Soleto, Zollino, etc.), trascritti dallo stesso Palumbo o da altri. Nel 1978 l'Università

(2016: 62) per «sopravvivere» alla maggior parte degli incontri comunicativi a cui siamo quotidianamente esposti è essenziale saper dominare una serie di strategie che consentono di gestire e co-costruire i significati assieme agli altri interlocutori, attraverso una modalità confluente (McCarthy, 2005). Questa abilità, nota come competenza interazionale o discorsiva (Kramsch, 1986; Young, 2011; Pekarek Doehler e Pochon-Berger, 2015), ci rivela il grado di partecipazione all"interazione in corso tramite: segnali di attenzione, richieste di chiarimento, capacità nel prendere la parola e gestire i passaggi di turno, interruzioni e attività di auto ed eteroriparazione, e ancora prolungamenti del suono, pause lessicalizzate e non e segnali discorsivi, usati sia dalla parte del parlante che dell"interlocutore. Sebbene per molto tempo nell"ambito dell"insegnamento delle lingue straniere vi sia stata una certa propensione ad anteporre la fluenza alla confluenza, tendenza questa che è tangibile nei materiali didattici quanto nei testing, dove si predilige la capacità di produrre enunciati grammaticalmente corretti (Zorzi, 1996; Walsh, 2016), la situazione si sta lentamente modificando a favore di una pedagogia più sensibile alla confluenza. Per quanto riguarda il contesto italiano, come già anticipato in altre sedi 2 , negli ultimi anni, è in atto una vera e propria campagna di sensibilizzazione che vede come protagonisti alcuni fra i più noti autori di manuali di glottodidattica (come Ciliberti, 2012; Chini e Bosisio, 2014) per promuovere in classe una specifica «cultura interazionale» (Chini e Bosisio, 2014: 168), affinché l"apprendente sia in grado di «gestire i suoi interventi alla conversazione secondo specifiche regole di avvicendamento dei turni» (ibidem), propri della cultura e della lingua oggetto di studio. Queste riflessioni hanno incoraggiato la nascita di specifiche proposte didattiche, è il caso, ad esempio, della piattaforma LIRA (Lingua/cultura Italiana in Rete per l"Apprendimento) 3 , finalizzata all"autoapprendimento delle competenze pragmatico-culturali in italiano da parte di parlanti non nativi.

Brasile. 3 Questo studio si inserisce all'interno di un progetto più amplio e coordinato da chi scrive, intitolato "L'italiano nascosto in contesti di emigrazione" il cui scopo è di mettere a fuoco le caratteristiche dell'italiano all'estero e di verificare le dinamiche sociolinguistiche di contatto (mantenimento vs. perdita) che si realizzano tra le varietà della lingua materna degli emigrati e la lingua straniera del paese ospite. Pur concepito in forma unitaria, a Roberta Ferroni devono essere attribuiti i paragrafi 1, 2, 3, e a Luisa Amenta i paragrafi 4 e 5. 4 Per la definizione del livello di istruzione consideriamo per medio-alta una scolarizzazione che è stata perseguita sino alla frequenza di alcuni anni della scuola superiore mentre per alta quella di coloro che hanno conseguito un diploma o una laurea. 5 Per motivi di privacy i nomi utilizzati sono tutti fittizi. 6 Per una visione d'insieme sulla storia dell'emigrazione e sul profilo linguistico delle comunità italiane in Brasile si rinvia ai lavori di Trento (1986) e Bagna (2011). 7 Si veda il § 3.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 10 CHAPTER II REVIEW OF LITERATURE In this chapter, the researcher reviews the related theories and literatures to understand the question theoretically.

To begin with, we are a mind/body unity. We are the totality of that whole biological system. Out of the workings of our body arises an emergent process, a level of bodily activity that we call mind and mental activity. Let us break down and describe this mental activity and this thing we are calling the mind. I describe the mind with three words: three levels of mental activity. They are consciousness, unconsciousness, and subconsciousness. This hypothesis is not proposing any anatomical descriptions but simply a conceptual description of how these can be imagined as functioning. These are not specific locations in the brain. They are neural networks built up over time that work together. The only anatomical reality I am claiming for this description is that the processes occur in a specific order and take place in real, measurable time. Level 3 activities occur first, then Level 2, and then finally, an event occurs in our awareness at Level 1.  The key term is Level 1.  Level 1 is only the experience of being aware of the external world and our internal world.  It is a purely passive and receptive state of being.

Alfabetização e consciência metatextual: conhecimento epilinguístico e metalinguístico em foco RESUMO O presente estudo examina as relações entre alfabetização e a consciência metatextual, considerando que o desenvolvimento desta consciência envolve conhecimentos epilinguístico e metalinguístico. Crianças alfabetizadas e não alfabetizadas realizaram tarefas que avaliavam esses dois tipos de conhecimento em relação a histórias. Histórias completas e incompletas foram apresentadas, sendo as crianças solicitadas a emitir julgamentos acerca de suas partes constituintes, justificando seus julgamentos. Ambos os grupos tiveram desempenho semelhante na tarefa epilinguística, porém as crianças não alfabetizadas tiveram dificuldades na tarefa metalinguística, enquanto as crianças alfabetizadas tiveram um bom desempenho nas duas tarefas, sobretudo na metalinguística. Concluiu-se que, embora haja um conhecimento epilinguístico mesmo entre as crianças ainda não alfabetizadas, a alfabetização contribui para o desenvolvimento da consciência metatextual como um todo.

Several studies have underscored the importance of the metalinguistic activity generated in collaborative writing tasks for the development of students’ writing competence. However, few of them have analyzed it in primary education contexts. This paper investigates the focus of the metalinguistic activity generated by nine pairs of fifth graders (10-11 years-old) in the prewriting, writing and revision stages of the collaborative
production of a fable after a teaching intervention about this genre. To this aim, the episodes produced in the oral interactions were identified and analyzed in terms of focus and frequency. Results show that most episodes deal with textual and mechanical aspects, and that their focus varies according to the aims of the different stages of the task: text
organization in the prewriting stage, and correction –focused merely on spelling– in the revision stage. The results obtained are
discussed in relation to the effects of the intervention, the students’ cognitive maturity and the kind of correction usually made at school. Pedagogical recommendations are also given.

This article discusses the evidence of individual differences among the Indonesian bilingualchildren in their writing and lexical development in Australian primary schools. It employs a longitudinal ethnographic approach collecting data on how the children's levels of bilingual writing and lexical development reflect differences in the approaches they have been exposed to in the school context and their individual differences in age and learning styles. Research result demonstrates that the two Indonesian bilingualchildren in the process of becoming bilingual demonstrate some marked individual differences toward their bilingual writingand lexical development in Australian school context. These differences appear to relate to the types of experience and support the children have in the school and these are impacted on by the attitudes towards the use of L1 of their mainstream classroom teachers.