Examining the Interface between Metalinguistic Task Performance and Oral Production in a Second Language

By Joanna L White, Leila Ranta. 2002

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bf24341c2166a675d2bb150143274a601ac09c2b

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In Developmental and Educational Psychology

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Citations in the corpus

Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, unknown): “…coded instruction as explicit when it included grammar rule explanation (e.g., Benati, 2005: Master, 1994), L1/L2 contrasts (e.g., Ammar & Lightbown, 2005; Spada, Lightbown, & White, 2005; White & Ranta, 2002), and metalinguistic feedback (e.g., Carroll & Swain, 1993; Ellis, Loewen, & Erlam, 2006).”
Language awareness and second language pronunciation: a classroom study (2010, unknown): “Researchers hypothesise that when learners become aware of speciﬁc ways in which an L2 conveys meaning and/or become aware of how language is acquired, they might in time be able to produce the L2 more accurately or appropriately (Lam, 2009; White & Ranta, 2002).”
Prompts and recasts: Differential effects on second language morphosyntax (2008, methodology): “In the first phase of the instruction session, the three teachers provided a rule of thumb about PD use adapted from J. White and Ranta (2002).”
Phonological Awareness and Speech Comprehensibility: An Exploratory Study (2007, background): “The development of metalinguistic ability is important in L1 0965-8416/07/04 263-15 $20.00/0 C© 2007 H.S. Venkatagiri & J.M. Levis LANGUAGE AWARENESS Vol. 16, No. 4, 2007 263 acquisition (Tunmer et al., 1984) and L2 acquisition (White & Ranta, 2002).”
Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “It should be noted, however, that not all free constructed tasks are necessarily tapping into implicit knowledge (Spada & Tomita, 2010; see also White & Ranta, 2002).”
First and second language knowledge in the language classroom (2010, background): “…from instruction that drew their attention to differences in English and L1 systems for third-person possessive determiner use (White, 1998, 2008; White & Ranta, 2002; White, Collins, & Muñoz, 2007).1 More specifically, instruction that engaged learners in contrasting the English rule (his…”