PSYCHOLOGICAL CONSTRAINTS ON THE UTILITY OF METALINGUISTIC KNOWLEDGE IN SECOND LANGUAGE PRODUCTION

By Guangwei Hu. Studies in Second Language Acquisition, 2002

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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, methodology): “While previous research has characterized implicit and explicit knowledge based on articulating rules versus language use (Green & Hecht, 1992; Hu, 2002; Hulstijn & Hulstijn, 1984; Macrory & Stone, 2000; Seliger, 1979; Sorace, 1985), and has investigated the relationship between the two, few studies”
Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development (2008, background): “One possible explanation for these findings could relate to the relative difficulty of the grammatical structures and the nature of the rules and factors governing their use ( Green & Hecht, 1992 ; Hu, 2002 ).”
Selective Integration of Linguistic Knowledge in Adult Second Language Learning (2007, unknown): “Ellis, 1993; Robinson, 1996, 1997), other tasks included picture-sentence matching (DeKeyser, 1995), error correction (Hu, 2002), and story retelling (Hulstijn & Hulstijn, 1984).”
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners (2008, background): “More specifically, drawing on Hu (2002) and R. Ellis (2004), the construct of L2 metalinguistic knowledge was defined as a learner’s explicit knowledge about the syntactic, morphological, lexical, phonological, and pragmatic features of the L2.”