Metalinguistic Knowledge, Language Awareness and Language Proficiency

Abstract

Studies investigating the influence exerted by metalinguistic knowledge on language proficiency are far from establishing a univocal link between the two dimensions. Instead, some scholars reached the conclusion that there is basically no reason to focus on language in itself as a way to increase students’ linguistic performances. The purpose of this paper is to put forward a theoretical frame which on one hand accounts for these opinions, but on the other also suggests when and how metalinguistic ability can positively affect learners’ linguistic output. First of all, the paper concentrates on the most important study to date on the topic, allowing the reader to get an idea of the importance of metalinguistic skills at a university level. Secondly, a conceptual analysis of the term “metalinguistic knowledge” is offered, and a redefinition of this term in the broader sense of “language awareness” is proposed. Adopting this broader perspective, the study explores the elements of proficiency that can be improved by an enhancement of metalinguistic skills, paying particular attention to the KAL (Knowledge about Language) movement and projects.