This paper discusses the relationship between language awareness and agency by means of a follow-up analysis of language diary based interviews with refugees and locals in Vienna collected in 2016. Based on the previous insights gained about the availablity of linguistic resources, the study puts forward arguments for relating the question of…

In L2 reading, words and the concepts they denote frequently constitute an important vehicle or obstacle in the comprehension process. However, this has been rarely explored from a language awareness perspective. The current research therefore tailors the constructs of lexical awareness and conceptual awareness to L2 reading contexts by using a…

This study is concerned with finding out how L3 (third language) learners recognize and make conscious use of cross-linguistic similarities and differences and whether their metalinguistic reflections are in correlation with their proficiency. Written text productions of thirteen L3 learners of English, aged 20-25, at different L3 levels (A2, B1,…

In the field of third language acquisition metalinguistic awareness is posited to be a fundamental component of multilingual competence and a key factor facilitating the acquisition of additional languages. Building upon Bialystok's model of attention and control, and Wrembel's research into metaphonological awareness in adult L3 learners, this…

Focuses on a number of episodes in intercultural communication in which there is some degree of mismatch between the intentions and interpretations of the interlocutors. Three concepts are used to illustrate the nature of these mismatches: the concept of common ground, the principle of indexicaity, and the concept of cultural models. (Author/VWL)

Examines the subprocesses of reading, as identified in first- and second-language reading research, and the two types of input required, i.e., data from the text and learner stored data. It is argued that, through activities designed to work with each one of the subprocesses in turn, attention can be focused on the subprocess as well as the…

Demonstrates what is to be understood by "procedural knowledge," at a time when researchers demand more process-oriented language courses to replace factual knowledge-oriented ones. The article presents a neurobiologically based model of the mental processes involved in the acquisition and use of language knowledge and discusses how pedagogical…

Presents a language-awareness (LA) perspective on the concept of autonomy in second-language learning. The article distinguishes between two kinds of LA, examines child development and the role played by metalinguistic knowledge and literacy in first-language acquisition and examines the role played by both kinds of LA in second-language pedagogy.…

Addresses two alternative questions: (1) Are there important characteristics, similarities and parallels between the various concepts of language awareness (LA) that have been unduly overlooked by the continental followers of British LA? (2) Has the term LA and the British concept behind it added a new dimension to European language…