A DST Model of Multilingualism and the Role of Metalinguistic Awareness

By Ulrike Jessner. 2008

357 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d6b48754da936d0689a4fd1e2077b4c4610cb9cc

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

What is special about L3 processing?* (2013, background): “Jessner (2008) has argued that having more languages means having a larger metalinguistic inventory and a larger set of templates for utterances.”
Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices (2011, background): “Language interactions, for instance, form the basis of Cook's ( 1992 , 1995 ) notion of multicompetence and is also at the heart of Herdina and Jessner's (2002) dynamic model of multilingualism (see also Jessner 2008a , 2008b ).”
The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state* (2013, background): “254), and that metalinguistic awareness enables the multilingual learner to detect similarities and differences between languages more easily, both between L1 and L3 and between L2 and L3 (Jessner, 2008).”
Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, neutral): “…under the heading of the related paradigms of Emergentism, Complexity Theory, or Dynamic Systems Theory (e.g., de Bot, 2008a; Dörnyei, 2009b; Jessner, 2008; Larsen–Freeman, 2006; Larsen–Freeman & Cameron, 2008; Mercer, 2011a; Verspoor, Lowie, & VanDijk, 2008), or without explicitly…”
Language awareness and second language pronunciation: a classroom study (2010, neutral): “Or is language awareness an integral and inseparable part of language development (e.g. see Jessner, 2008)?”
Bilingualism in Sardinia and Scotland: Exploring the cognitive benefits of speaking a ‘minority’ language (2013, background): “It has also been argued that metalinguistic awareness overlaps with skills that develop ‘at the higher level of creativity and reorganisation of information’ (Jessner, 2008, p. 277).”