Difference between revisions of "Tao2016"
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|Title=Metalinguistic awareness and self-repair in Chinese language learning | |Title=Metalinguistic awareness and self-repair in Chinese language learning | ||
|Editor(s)=Hongyin Tao | |Editor(s)=Hongyin Tao | ||
| − | |Tag(s)=EMCA; Chinese; Self-repair; Repair; Second language acquisition; | + | |Tag(s)=EMCA; Chinese; Self-repair; Repair; Second language acquisition; |
|Key=Tao2016 | |Key=Tao2016 | ||
| + | |Publisher=John Benjamins | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
| + | |Address=Amsterdam | ||
|Booktitle=Integrating Chinese Linguistic Research and Language Teaching and Learning | |Booktitle=Integrating Chinese Linguistic Research and Language Teaching and Learning | ||
| − | |Pages= | + | |Pages=97–120 |
| + | |URL=https://benjamins.com/catalog/scld.7.06tao | ||
| + | |DOI=10.1075/scld.7.06tao | ||
| + | |Abstract=The importance of metalinguistic knowledge in foreign language learning is exemplified by beginning Chinese learners’ practice of self-initiated self-repairs. It demonstrates how such knowledge helps learners to enhance accurate L2 production. Repair constitutes an important part of the social organization of conversation for the interactional needs of human communication. Self-repair by native speakers illustrates their metalinguistic awareness of communicative needs at the subliminal level; whereas self-repair by beginning Chinese language learners reflects their conscious effort and self-monitoring of their utterances for accurate Chinese production. This study suggests that developing metalinguistic knowledge should help learners to suppress L1 influence, and linguistic research offers a vital role in fostering the development of learners’ metalinguistic knowledge. | ||
}} | }} | ||
Latest revision as of 10:14, 22 December 2019
| Tao2016 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Tao2016 |
| Author(s) | Liang Tao |
| Title | Metalinguistic awareness and self-repair in Chinese language learning |
| Editor(s) | Hongyin Tao |
| Tag(s) | EMCA, Chinese, Self-repair, Repair, Second language acquisition |
| Publisher | John Benjamins |
| Year | 2016 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 97–120 |
| URL | Link |
| DOI | 10.1075/scld.7.06tao |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Integrating Chinese Linguistic Research and Language Teaching and Learning |
| Chapter | |
Abstract
The importance of metalinguistic knowledge in foreign language learning is exemplified by beginning Chinese learners’ practice of self-initiated self-repairs. It demonstrates how such knowledge helps learners to enhance accurate L2 production. Repair constitutes an important part of the social organization of conversation for the interactional needs of human communication. Self-repair by native speakers illustrates their metalinguistic awareness of communicative needs at the subliminal level; whereas self-repair by beginning Chinese language learners reflects their conscious effort and self-monitoring of their utterances for accurate Chinese production. This study suggests that developing metalinguistic knowledge should help learners to suppress L1 influence, and linguistic research offers a vital role in fostering the development of learners’ metalinguistic knowledge.
Notes
