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

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EFL/ESL Teaching and Learning Second Language Learning and Teaching Linguistics and Language Analysis

Abstract

This 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.

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References

1983Principles and Practice in Second Language Acquisition 1989Second Language Acquisition and Second Language Learning 1983Principles and Practice in Second Language Acquisition 1985The Input Hypothesis: Issues and Implications 1986The Input Hypothesis: Issues and Implications 1998Focus on form in classroom second language acquisition 1991Focus on Form 1988Second Language Pedagogy

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