Metalinguistic awareness and teacher explanation

Children's understanding of homonymy: metalinguistic awareness and false belief.

The aim of this study was to explain why children have difficulty with homonymy. Two experiments were conducted with forty-eight children (Experiment 1) and twenty-four children (Experiment 2). Three- and four-year-old children had to either select or judge another person's selection of a different object with the same name, avoiding identical objects and misnomers. Older children were successf...

Metalinguistic Awareness in Normal and Language-Disordered Children

The purpose of this study was to better understand the relationship between delayed linguistic performance and metalinguistic abilities. A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children of comparable mental age and receptive language abilities. The two groups performed ...

Tongue-Tied: Rawls, Political Philosophy and Metalinguistic Awareness

Is our moral cognition “coloured” by the language(s) that we speak? Despite the centrality of language to political life and agency, limited attempts were made thus far in contemporary political philosophy to consider this possibility. We therefore set out to explore the possible influence of linguistic relativity effects on political thinking in linguisticallydiverse societies. We begin by int...

Metalinguistic awareness and reading performance: a cross language comparison.

The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first grad...

Teaching metalinguistic awareness and reading comprehension with riddles