Metalinguistic Awareness of Dota
Thomas defines metalinguistic awareness as an individual’s ability to focus attention on language as an object in and of itself, to reflect upon language, and to evaluate it’. The concept may be simply explained as having an insight into how language, in general, is used and organized. Yopp informs us of four types of metalinguistic ability: phonological awareness, word awareness, syntactic awareness and pragmatic awareness. Lasagabaster has suggested that the presence of three languages in the curriculum should not be seen as a stumbling-block for students, but rather as fostering a highly developed level of metalinguistic awareness, which should result in greater competence in all languages taught. Replica Watches In 1997, the same author found that bilinguals presented a higher level of metalinguistic awareness than monolinguals. Baker (2006, p. 160) refers to Bialystok et al. when he reiterates that the authors found that’.performance on the Simon Task was superior in bilinguals than monolinguals and that this result was evident in older and younger learners’.
Jessner says that the development of competence in two or more languages can result in higher metalinguistic awareness. This statement is the conclusion of research undertaken by Ringbom and Cenoz and Valencia , which has reported that the development of proficiency in two or even more languages can result in higher levels of metalinguistic awareness facilitating the acquisition of language’. 6 Laoire, Burke and Haslam (2000, p. 53), point out that there is evidence that indicates that learners ‘consciously or subconsciously draw on various sources of previous language learning in all subsequent language learning’. Metalinguistic knowledge is largely transferable to any new language. For example, the awareness that there are parts of speech (nouns, verbs, prepositions) in one’s LI can assist in learning L2, in that it helps the student know what to look for. The same logic applies with regard to L2 and L3. The knowledge that one can employ humour and sarcasm, or represent speech in print, is a form of metalinguistic knowledge that one can easily apply to any other language, regardless of one’s ability to perform the tasks. Vygotsky has argued that children who have the ability to express the same thought in different languages will be able to ‘see his language as one particular system among many, to view its phenomena under more general categories, and this leads to awareness of his linguistic operations’.
Cummins’view of the bilingual system is described as a dual iceberg, whereby the bilingual has a’common underlying proficiency’ in language, as opposed to two separate proficiencies, one for each language known. He describes the proficiency as a kind of ‘linguistic reservoir’ through contact with both languages, whereby the bilingual develops a ‘think tank’ comprising enhanced metalinguistic awareness. More balanced, or stable bilinguals, as described earlier, will reflect on their language usage more and develop different language learning strategies from their less balanced counterparts. Their more highly developed metalinguistic awareness plays a crucial role in the exploration of this difference.
Call it a boathouse, garage, basement, workshop or cave. Around the world, men seek refuge in a retreat of their own. In Australia, it’s the backyard shed.
The shed had humble rural beginnings as a place to keep scraps of wood and other junk. The culture has long been characterized by do-it-yourself practicality; worn hands and ingenuity could handle pieces of wire or other miscellany to fix almost anything around the farm. But the shed has persisted long past the time when most people worked the land. A knack for invention and for making do lives on inside its walls. These structures can be as simple as a sheet of metal on poles, sheltering a patch of ground from the fierce Australian sun, or they can resemble a small house, grandly outfitted with sofa and chairs. A shed offers more than just a place to hide tools.
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