![]() ![]() After grade 4 students shift increasingly from learning to read to reading to learn. Students with language impairment generally have poor metalinguistic skills,and are at a considerable disadvantage when they reach the middle primary school years. For instance, reading a technical manual about computers - or any task where the language is difficult or unfamiliar. This is most evident when confronted with the learning of a new skill. However, there are times when even proficient readers make use of meta - awareness skills. ![]() (Wallach, 2008)Rather, they are interested only in gaining an understanding of the writer's message. Skilful readers pay no conscious attention to the way words are written - they don't sound out each word or dissect the composition of a paragraph. The principle of being focused on meaning is also clear in the way good readers read. The ability to look at and think about the underlying structure of communication in a sophisticated way. Noting tongue position and its effect on speech is a good example of meta - awareness. Speech students create mental images of the orientation of a speaker's tongue placement and howfirmly it taps the alveolar ridge, etc. Small imperfections of articulation are suddenly of great interest. Armed with thisnew information they often note the manner and sound of peoples' speech, either typically developing or deviant speech. Speech pathology students, as a related example, become aware of using meta - awareness skills after learning about phonology and articulation assessment and intervention strategies. For instance, students with excellent phonological awareness are adept at identifying and manipulating speech sounds in words - a meta - awareness skill. This ability - metalinguistic awareness - is a vital skill in language learning. ![]() Meta - awareness skill is at work when a student is able to switch their attention fromthe meaning of what they, or others, say to the sayings themselves. It's the child's ability to think about and manipulate language forms that can often determine how well they learn a new language concept. A large part of successful language intervention is centred on the student being aware of language and the components of language. Is an ancient Greek term, meaning 'beyond.' In the context of language learning 'meta' can be interpreted as going beyond communication and meaning, and to instead focus attention on the underlying structures. Metalinguistics, or meta - awareness skill is to do with the ability of a personto reflect on and consciously ponder about oral and written language and how it is used. Reviews but suggest that these can often best present their findings in narrative form rather than statistically.Metalinguistics and the School-Age Child. Need to be considered in deciding whether to conduct a meta-analysis and when carrying one out. The article concludes by suggesting a number of factors that Norris and Ortega, 2000 Plonsky, 2011 Qureshi, 2016 Spada and Tomita, 2010). These issues are illustrated inĪ discussion of number of SLA meta-analyses (e.g. Independent and dependent variables, the need to consider alternative explanations of observed effects, the importance ofĮxamining the quality of the studies included in the analysis, and the apples and oranges problem. This article examines a number of key issues that need to beĬonsidered in conducting a meta-analysis – inclusiveness, the heterogeneity of language learners, the definition of the Meta-analysis has become increasingly popular in second language acquisition research (SLA) and has provided valuable summative ![]()
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