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Article: Why Do L2 Teachers Need to 'Know About Language'? Teacher Metalinguistic Awareness and Input for Learning

TitleWhy Do L2 Teachers Need to 'Know About Language'? Teacher Metalinguistic Awareness and Input for Learning
Authors
KeywordsLinguistics education - teaching methods and curriculum
Issue Date1999
PublisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_le.asp
Citation
Language and Education, 1999, v. 13 n. 3, p. 161-177 How to Cite?
AbstractThis paper sets out to examine the importance in the instructed-learning setting of the L2 teacher's 'knowledge about language' (her metalinguistic awareness, or TMA). Three questions are examined in relation to TMA: (1) Do L2 teachers need to 'know about language?' (2) If so, why, and in what ways? and (3) What impact does the level/nature of a teacher's metalinguistic awareness have on the input which is made available for learning? The paper first of all adopts a theoretical stance in relation to these three questions. A model of TMA is proposed where it is seen as performing a crucial role in the language teaching/language learning process because of its potential impact upon input for learning. The paper then examines empirical evidence relating to the three questions and to the validity of the TMA construct by reporting on data gathered from classroom observation and semi-structured interviews with three L2 teachers working in secondary schools in Hong Kong.
Persistent Identifierhttp://hdl.handle.net/10722/42666
ISSN
2015 Impact Factor: 0.921
2015 SCImago Journal Rankings: 0.644

 

DC FieldValueLanguage
dc.contributor.authorAndrews, SJen_HK
dc.date.accessioned2007-03-23T04:29:21Z-
dc.date.available2007-03-23T04:29:21Z-
dc.date.issued1999en_HK
dc.identifier.citationLanguage and Education, 1999, v. 13 n. 3, p. 161-177en_HK
dc.identifier.issn0950-0782en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42666-
dc.description.abstractThis paper sets out to examine the importance in the instructed-learning setting of the L2 teacher's 'knowledge about language' (her metalinguistic awareness, or TMA). Three questions are examined in relation to TMA: (1) Do L2 teachers need to 'know about language?' (2) If so, why, and in what ways? and (3) What impact does the level/nature of a teacher's metalinguistic awareness have on the input which is made available for learning? The paper first of all adopts a theoretical stance in relation to these three questions. A model of TMA is proposed where it is seen as performing a crucial role in the language teaching/language learning process because of its potential impact upon input for learning. The paper then examines empirical evidence relating to the three questions and to the validity of the TMA construct by reporting on data gathered from classroom observation and semi-structured interviews with three L2 teachers working in secondary schools in Hong Kong.en_HK
dc.format.extent215927 bytes-
dc.format.extent25088 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_le.aspen_HK
dc.relation.ispartofLanguage and Education-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectLinguistics education - teaching methods and curriculumen_HK
dc.titleWhy Do L2 Teachers Need to 'Know About Language'? Teacher Metalinguistic Awareness and Input for Learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0950-0782&volume=13&issue=3&spage=161&epage=177&date=1999&atitle=Why+Do+L2+Teachers+Need+to+%27Know+About+Language%27?+Teacher+Metalinguistic+Awareness+and+Input+for+Learningen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.hkuros50306-

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