Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operati...

Existing research indicates that instructed learners’ L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners’ ability to correct, describe, and explain L2 errors. More recently, this operati...

Against the background of a general theory pragmatics, reflections are formulated on central role metapragmatic awareness as specific manifestation salience, status processes meaning generation in language use relation to cognitive apparatus. First notions metalanguage and metapragmatics, used linguistics, discussed. Then metalinguistic phenomena presented awareness. Two ways which indicators f...

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented i...

Phonological processing deficit has been ascertained to be the core cognitive deficit of developmental dyslexia—in alphabetic languages at least. Measures of phonological processing typically include three components: phonemic awareness, phonological working memory, and rapid automatic naming. Among the three tasks, phonemic awareness was the most powerful predictor of reading abilities. Becaus...

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented i...

BACKGROUND phonological awareness abilities of children with a history of speech-language disorders. AIM to compare the phonological awareness abilities of individuals who recovered from phonological disorders after having gone through speech-language treatment with that of individuals with typical phonological development. METHOD participants of this study were eighteen individuals, nine i...

We present a syntactic abstraction method to reason about first-order modal logics by using theorem provers for standard first-order logic and for propositional modal logic.

In this paper, we propose a classification of grammar development strategies according to two criteria : hand-written versus automatically acquired grammars, and grammars based on a low versus high level of syntactic abstraction. Our classification yields four types of grammars. For each type, we discuss implementation and evaluation issues.