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Effects of metalinguistic knowledge ...

Wistner, Brian.

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Effects of metalinguistic knowledge and language aptitude on second language learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of metalinguistic knowledge and language aptitude on second language learning./
作者:	Wistner, Brian.
面頁冊數:	298 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3611192
ISBN:	9781303717017

Effects of metalinguistic knowledge and language aptitude on second language learning.
Wistner, Brian.

Effects of metalinguistic knowledge and language aptitude on second language learning. - 298 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--Temple University, 2014.

The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge.

ISBN: 9781303717017Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Effects of metalinguistic knowledge and language aptitude on second language learning.
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245 1 0 $a Effects of metalinguistic knowledge and language aptitude on second language learning.
300 $a 298 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Jim Sick.
502 $a Thesis (Ph.D.)--Temple University, 2014.
520 $a The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge.
520 $a Two-hundred-forty-nine Japanese university students participated. One receptive and two productive tests of metalinguistic knowledge related to metalinguistic terminology and English grammatical rules were administered. Learners' language learning aptitude was measured using the Lunic Language Marathon, which consisted of four scales: number learning, sound-symbol association, vocabulary learning, and language analytical ability. Participants' L2 procedural knowledge was assessed through performance on a timed writing task. The writing samples were scored for overall quality, L2 complexity, accuracy, and fluency.
520 $a The scores from each test were subjected to Rasch analyses to investigate the construct validity and unidimensionality of the instruments. The results of the Rasch analyses indicated that the test items fit the Rasch model, supporting the construct validity of the instruments. The unidimensionality of each instrument was established through Rasch principal component analyses. Interval-level Rasch measures were used for the subsequent analyses.
520 $a The results of exploratory and confirmatory factor analyses indicated that metalinguistic knowledge and language learning aptitude were distinct constructs. A two-factor model showed good model fit and explained the relationship between the two constructs. Structural equation modeling revealed that metalinguistic knowledge significantly predicted L2 procedural knowledge, complexity, accuracy, and fluency. Language learning aptitude, however, was not a statistically significant predictor of the L2 procedural knowledge variables. The results of a path model analysis indicated that productive metalinguistic knowledge was the strongest predictor of L2 procedural knowledge, language analytical ability predicted receptive metalinguistic knowledge, and number learning was negatively associated with L2 procedural knowledge. The findings point to the facilitative role of metalinguistic knowledge in L2 learning and the viability of L2 declarative knowledge becoming proceduralized through practice.
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