Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

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Learning Phrasal Verbs Through Conceptual Metaphors: A Case of Japanese EFL Learners (2010, background): “Existing research indicates that metalinguistic knowledge impacts L2 learners’ performance, yet the operationalization of the construct of metalinguistic knowledge has varied across studies (Roehr, 2007).”
Language awareness and second language pronunciation: a classroom study (2010, unknown): “…well with ﬁndings from studies on L2 grammar, namely that learners with high levels of metalinguistic knowledge of particular grammar features (grammatical awareness) were also highly accurate in their production of those features (Roehr, 2008, Roehr & G´anem-Guti´errez, 2009; White & Ranta, 2002).”
The Routledge handbook of English language teaching (2018, background): “/Here is little something I thought you might like ) is based on our conceptualisation of time in spatial terms: because the use of the past tense creates distance from the present, the present request/suggestion becomes less imposing, hence more polite.”
Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, background): “Furthermore, on the basis of the findings from her study, Roehr (2007) argues that metalinguistic knowledge expressed through the L1 and defined by her as the ability to correct, describe and explain errors correlates with proficiency levels in the L2.”