Cover not available

Article published In: Linguistic Approaches to Bilingualism
Vol. 10:2 (2020) ► pp.249–289

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

The metalinguistic awareness of bilingual (Persian-Baluchi) and monolingual (Persian) learners of English language

 | Chabahar Maritime University |
 | Chabahar Maritime University |
Published online: 27 September 2018
DOI logo with link
https://doi.org/10.1075/lab.16012.iza
Abstract
The present study aimed to explore the metalinguistic awareness of Persian- and Persian-Baluchi-speaking students who were in the process of learning English as their second and third languages, respectively. In order to study learners’ metalinguistic awareness in error identification, correction and explanation they were asked to complete a syntactic awareness test. Findings demonstrated that Baluch respondents noted and corrected a greater proportion of grammatical errors than Persian respondents in English. Moreover, Baluch participants had a more grammar-oriented approach in correcting the errors they noted than the Persian participants, whose approaches were relatively content-oriented for some errors. As for error explanation, Baluch participants produced a greater proportion of error explanations and had a more grammar-oriented approach than did the Persian participants, however, their differences in this case were not statistically significant. These differences were observed on the dimensions that were both similar and dissimilar across the three languages (Persian, Baluchi, and English).
Article outline
  • 1.Introduction
    • 1.1Metalinguistic awareness in L2 learners
    • 1.2Metalinguistic awareness in L3 learners
    • 1.3Bilingual/Multilingual context of Iran
  • 2.The study
    • 2.1Participants
    • 2.2Instruments
    • 2.3Procedure
    • 2.4Data analysis
  • 3.Results
    • Errors Noted
    • Errors Corrected
    • Errors Explained
  • 4.Discussion
  • 5.Conclusion
  • Acknowledgment
  • Notes
  • References
References (59)
References
Ameri, H., & Asareh, F. (2010). An investigation about language learning problems at elementary levels in bilingual areas of Iran. Procedia-Social and Behavioral Sciences, 91, 1757–1761. Google Scholar logo with link to Google Scholar
Barjasteh Delforooz, B. (2010). Discourse features in Balochi of Sistan, oral narratives (Unpublished doctoral dissertation). Uppsala University, Sweden.Google Scholar logo with link to Google Scholar
Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental psychology, 241, 560–567. Google Scholar logo with link to Google Scholar
(2001). Bilingualism in development: Language, literacy and cognition. New York: Cambridge University Press. Google Scholar logo with link to Google Scholar
Bialystok, E., & Hakuta, K. (1994). In other words: The psychology and science of second language acquisition. New York: Basic Books.Google Scholar logo with link to Google Scholar
Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 241, 27–44. Google Scholar logo with link to Google Scholar
Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of educational psychology, 97(4), 580–590. Google Scholar logo with link to Google Scholar
Birdsong, D. (1999). Second Language Acquisition and the Critical Period Hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. Google Scholar logo with link to Google Scholar
Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 221, 307–324. Google Scholar logo with link to Google Scholar
Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H. (2004). Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 961, 142–151. Google Scholar logo with link to Google Scholar
Chen, X., Ku, Y. M., Koyama, E., Anderson, R. C., & Li, W. (2008). Development of phonological awareness in bilingual Chinese children. Journal of Psycholinguistic Research, 37(6), 405–418. Google Scholar logo with link to Google Scholar
Cho, J. R., Chiu, M. M., & McBride-Chang, C. (2011). Morphological awareness, phonological awareness, and literacy development in Korean and English: A 2-year longitudinal study. Scientific Studies of Reading, 15(5), 383–408. Google Scholar logo with link to Google Scholar
Cook, V. J. (1992). Evidence for multicompetence. Language Learning, 42(4), 557–591. Google Scholar logo with link to Google Scholar
Cromdal, J. (1999). Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish-English bilinguals. Applied Psycholinguistics, 201, 1–20. Google Scholar logo with link to Google Scholar
Deacon, S. H., Wade-Woolley, L., & Kirby, J. (2007). Crossover: The role of morphological awareness in French immersion children’s reading. Developmental Psychology, 431, 732–746. Google Scholar logo with link to Google Scholar
DeKeyser, R., (2009). Cognitive-psychological processes in second language learning. In: Long, M. H., Doughty, C. J. (Eds.), The Handbook of Language Teaching (pp. 119–138). Wiley-Blackwell, Malden, MA. Google Scholar logo with link to Google Scholar
Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and bilingual (Urdu-English) children. Cognitive Development, 251, 166–182. Google Scholar logo with link to Google Scholar
Flood, J., & Menyuk, P. (1983). The development of metalinguistic awareness and its relation to reading achievement. Journal of Applied Developmental Psychology, 4(1), 65–80. Google Scholar logo with link to Google Scholar
Foursha-Stevenson, C., & Nicoladis, E. (2011). Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments. International Journal of Bilingualism, 15(4), 521–534. Google Scholar logo with link to Google Scholar
Galambos, S. J., & Goldin-Meadow, S. (1990). The effects of learning two languages on levels of metalinguistic awareness. Cognition, 34(1), 1–56. Google Scholar logo with link to Google Scholar
Galambos, S. J., & Hakuta, K. (1988). Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children. Applied Psycholinguistics, 91, 141–162. Google Scholar logo with link to Google Scholar
Gholizadeh, F., Gholizadeh, L., & Modirkhamene, S. (2012). The development of metalinguistic awareness of Azeri-Persian bilinguals in the process of third language acquisition. The linguistics journal, 6(1), 218–234.Google Scholar logo with link to Google Scholar
Goldstein, B. A., Fabiano, L., & Washington, P. S. (2005). Phonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 361, 201–218. Google Scholar logo with link to Google Scholar
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 491, 323–340. Google Scholar logo with link to Google Scholar
Gottfried, A. W., Gottfried, A. E., Bathurst, K., Guerin, D. W., & Parramore, M. M. (2003). Socioeconomic status in children’s development and family environment: infancy through adolescence. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting and child development (pp. 189–207). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Griessler, M. (2001). The effects of third language learning on second language proficiency: An Austrian example. International Journal of Bilingual Education and Bilingualism, 41, 50–59. Google Scholar logo with link to Google Scholar
Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters. Google Scholar logo with link to Google Scholar
Jahani, C. (2003). The case system in Iranian Balochi in a contact linguistic perspective. In C. Jahani and A. Korn, (Eds.), The Baloch and Their Neighbours: Ethnic and Linguistic Contact in Balochistan in Historical and Modern Times (pp. 113–132). Wiesbaden: Reichert.Google Scholar logo with link to Google Scholar
Jarvis, L. H., Danks, J. H., & Merriman, W. E. (1995). The effects of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis. Applied Psycholinguistics, 161, 293–308. Google Scholar logo with link to Google Scholar
Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press. Google Scholar logo with link to Google Scholar
(2008). Teaching third languages: findings, trends and challenges. Language Teaching, 411, 15–56. Google Scholar logo with link to Google Scholar
Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 211, 60–99. Google Scholar logo with link to Google Scholar
Karami, A. (2010). Guide for the Wechsler test of the children’s intelligence. Tehran: Ravasanji Publication.Google Scholar logo with link to Google Scholar
Khodabandeh, F. (2013). Cross-linguistic influence in third language acquisition: Acquisition of syntactic structures by students Bilingual in Persian-Azerbaijani, Persian-Armenia, and Persian-Gilaki. International Journal of English Language and Translation Studies, 1 (3), 135–165.Google Scholar logo with link to Google Scholar
Klein, E. (1995). Second vs. third language acquisition: Is there a difference? Language Learning 45(3), 419–465. Google Scholar logo with link to Google Scholar
Kovelman, I., Baker, S. A., & Petitto, L. A. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism, 111, 203–223. Google Scholar logo with link to Google Scholar
Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 411, 161–180. Google Scholar logo with link to Google Scholar
Kuo, L. J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14 (4), 365–385. Google Scholar logo with link to Google Scholar
Lam, K., Chen, X., Geva, E., Luo, Y. C., & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study. Reading and Writing, 25(8), 1847–1872. Google Scholar logo with link to Google Scholar
Malakoff, M., & Hakuta, K. (1991). Translation skill and metalinguistic awareness in bilinguals. Language processing in bilingual children, 141–166. Google Scholar logo with link to Google Scholar
Maluch, J. T., Kempert, S., Neumann, M., & Stanat, P. (2015). The effect of speaking a minority language at home on foreign language learning. Learning and Instruction, 361, 76–85. Google Scholar logo with link to Google Scholar
McCarthy, J. (1994). The case for language awareness in the Irish primary school curriculum. Language Awareness, 31, 1–19. Google Scholar logo with link to Google Scholar
McGuinness, D. (2005). Language development and learning to read. Cambridge, MA: MIT Press. Google Scholar logo with link to Google Scholar
Modirkhamene, S. (2006). The reading achievement of third language versus second language learners of English in relation to the interdependence hypothesis. International Journal of Multilingualism, 3(4), 280–292. Google Scholar logo with link to Google Scholar
(2008). Metalinguistic awareness and bilinguality. The Journal of Applied Linguistics, 11, 68–76.Google Scholar logo with link to Google Scholar
Reder, F., Marec‐Breton, N., Gombert, J. E., & Demont, E. (2013a). Second‐language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. British Journal of Educational Psychology, 83(4), 686–702. Google Scholar logo with link to Google Scholar
Reder, F., Daigle, D., & Demont, E. (2013b). Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study. European Journal of Developmental Psychology, 10(4), 476–494. Google Scholar logo with link to Google Scholar
Safont-Jordà, M. P. (2003). Metapragmatic awareness and pragmatic production of third language learners of English: A focus on request acts realisations. The International Journal of Bilingualism, 7(1), 43–69. Google Scholar logo with link to Google Scholar
(2005). Third language learners: Pragmatic production and awareness (Vol. 121). Multilingual Matters. Google Scholar logo with link to Google Scholar
Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 211, 23–44. Google Scholar logo with link to Google Scholar
Saur, D., Baumgaertner, A., Moehring, A., Bu¨chel, C., Bonnesen, M., Rose, M., & Meisel, J. M. (2009). Word order processing in the bilingual brain. Neuropsychologia, 471, 158–168. Google Scholar logo with link to Google Scholar
Siu, T. C. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students (Unpublished doctoral dissertation). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from Google Scholar logo with link to Google Scholar
Tafaroji Yeganeh, M. T. (2013). Age constraint on foreign language learning in monolingual versus bilingual learners. Procedia-Social and Behavioral Sciences, 701, 1794–1799. Google Scholar logo with link to Google Scholar
Ter Kuile, H., Veldhuis, M., Van Veen, S. C., & Wicherts, J. M. (2011). Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Bilingualism: Language and cognition, 14(2), 233–242. Google Scholar logo with link to Google Scholar
Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development, 91, 235–246. Google Scholar logo with link to Google Scholar
(1992). Metalinguistic awareness in second- and third language learning In R. J. Harris (Ed.), Cognitive Processing in Bilinguals (pp. 531–545). Amsterdam: North Holland. Google Scholar logo with link to Google Scholar
Wagner, R. K., Torgensen, J. K., & Rashotte, C. (1994). Development of reading-related phonological processing abilities: New evidence in bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 301, 73–87. Google Scholar logo with link to Google Scholar
Wang, M., Cheng, C., & Chen, S. W. (2006). Contribution of morphological awareness to Chinese English biliteracy acquisition. Journal of Educational Psychology, 981, 542–553. Google Scholar logo with link to Google Scholar
Wrembel, M. (2013). Metalinguistic awareness in third language phonological acquisition. In K. Roehr & G. A. Ganem-Gutierrez (Ed.), The Metalinguistic Dimension in Instructed Second Language Learning. London: Bloomsbury (pp. 119–144). London: Bloomsbury.Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Rosales, Cesar & Julio Torres
2025. The role of metalinguistic knowledge in third-language development among heritage and late bilinguals. International Journal of Bilingualism 29:3 ► pp. 566 ff. DOI logo
Cenoz, Jasone & Durk Gorter
2022. Pedagogical Translanguaging, DOI logo

This list is based on CrossRef data as of 23 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue