AN INVESTIGATION OF TEACHERS’ AND STUDENTS’ SHARED KNOWLEDGE OF METALINGUISTIC TERMINOLOGY IN A WRITING COURSE
Article Sidebar
Main Article Content
Abstract
This study compared teachers’ expectations and students’ awareness of metalinguistic terms in a writing course. Fifty terms which existed frequently in the investigated course were collected and used in a questionnaire. The data analysis involved three main areas: a comparison of teacher expectation about student knowledge, student awareness of the terms, and the application of the terms in the classrooms. The findings showed that the teachers used the metalinguistic terms frequently in their classrooms. Student responses showed the awareness of some basic terms. However, there were many other complicated terms which were not explained by students or lacked examples. The results implied that students had insufficient knowledge of the metalinguistic terms used in the writing course and that metalanguage should be used more frequently in the classroom. Based on the findings, this paper discusses some implications for the
teaching of writing to English as a Foreign Language (EFL) learners as well as some implications for future research.
Article Details
I and co-author(s) certify that articles of this proposal had not yet been published and is not in the process of publication in journals or other published sources. I and co-author accept the rules of the manuscript consideration. Both agree that the editors have the right to consider and make recommendations to the appropriate source. With this rights offering articles that have been published to Panyapiwat Institute of Management. If there is a claim of copyright infringement on the part of the text or graphics that appear in the article. I and co-author(s) agree on sole responsibility.
References
Alipour, S. (2014). Metalinguistic and linguistic knowledge in foreign language learners. Theory and Practice in Language Studies, 4(12), 2,640-2,645.
Berry, R. (2014). Investigating language awareness: The role of terminology. Second Language Learning and Teaching, 21-33.
Caudery, T. (1995). What the “process approach” means to practicing teachers of second language writing skills. Retrieved October 1, 2014, from https://www.tesl-ej.org/wordpress/issues/volume1/ej04/ej04a3/
Changpueng, P. & Wasanasomsithi, P. (2009). A genre-based English writing lesson for Thai undergraduate engineering students. The New English teacher, 3(1/2), 34-56.
DeKayser, R. (2009). Cognitive- psychological processes in second language learning. In Long, M. H. & Doughty, C. J. (eds.). The handbook of language teaching. Wiley-Blackwell, Malden, MA, 119-138.
Ellis, M. (2016). Metalanguage and a component of the communicative classroom. Accent Asia, 8(2), 143-153.
Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54,227-275.
Foley, J. (2005). English...in Thailand. RELC Journal, 36(2), 223-234.
Garrett, N. (1986). The problem with grammar: What kind can the language learner use? The Modern Language Journal, 70(2), 133-148.
Hu, G. (2011). Metalinguistic knowledge, metalanguage, and the relationship in L2 learners. System, 39(1), 63-77.
Katip, A. (2009). An exploratory study of sentence structure instruction in improving Chulalongkorn University Law students’ writing ability. PASAA, 43, 43-50.
Kulprasit, W. & Chiramanee, T. (2013). Using journal writing with peer feedback to enhance EFL students’ writing ability across proficiency levels. PASAA, 45, 91-112.
Nagy, W. & Anderson, R. (1995). Metalinguistic awareness and literacy acquisition in different languages. Technical Report. No. 618, Centre for the Study of reading, College of Education, University of Illinois at Urbana- Champaign, U.S.A.
Nuangpolnak, A. (2012). The use of multilevel writing tasks in an EFL classroom. PASAA, 44, 39-44.
Piriyasilpa, Y. (2012). Teaching ‘periodicity’ in an EFL writing class to help students develop ideas from paragraph to text: A classroom case study. Journal of Linguistics and the Human Sciences, 8(1), 91-121.
Piriyasilpa, Y. (2016). Review of the SFL genre-based approach in a Thai tertiary context. The New English Teacher, 10(2), 67-88.Piriyasilpa, Y., Noipa, J. & Pandet, W. (2009). Using Grammar Clinic to support students in learning the ‘English for Study Skills Development’ Course. Proceedings of the 25th international conference, Taksin University: Research adds value leading to economy and education advancement and sustainability of Thai society, 21-24 May, 2014.
Roehr, K. (2007). Metalinguistic knowledge and language ability in university-level 2 learners. Applied Linguistics, 29(2), 173-199.
Roshan, A. & Elhami, A. (2016). The effect of metalanguage on grammar noticing of the Iranian EFL learners. International Journal of English Linguistics, 6(3), 194-199.
Salteh, M. A. & Sadeghi, K. (2015). Teachers’ and students’ attitudes toward error correction in L2 writing. The Journal of Asia TEFL, 12(3), 1-31.
Schleppegrell, J. M. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(1), 153-170.
Seetrakarn, Y. (2017). Teacher perceptions and course development. Journal of Humanities and Social Sciences, Burapha University, 25(47), 243-265.
Sermsook, K., Liamnimitr, J. & Pochakorn, R. (2017). An analysis of errors in written English sentences: A case study of Thai EFL students. English Language Teaching, 10(3), 101-110.
Tokunaka, M. (2014). Exploring metalinguistic knowledge of low to intermediate proficiency EFL students in Japan. Retrieved October 31, 2016, from https://journals.sagepub.com/doi/pdf/10.1177/2158244014553601
Turnball, B. (2017). Learner perspectives on national identity and EFL education in Japan: Report of a questionnaire study. The Journal of Asia TEFL, 14(2), 228-243.
Wang, C. (2017). Two affective varieties and language learners’ perceptions of classroom interaction. The Journal of Asia TEFL, 14(1), 16-31.
Zipke, M. (2007). The role of metalinguistic awareness in the reading of sixth and seventh grades. Reading Psychology, 28, 375-396.
