Metalinguistic reflection and grammatical systematization of secondary school students in a didactic grammar sequence on habituality

Authors

DOI:

https://doi.org/10.48035/rhsj-fd.23.3

Keywords:

didactic grammar sequences, metalinguistic awareness, interlinguistic contrast, grammar instruction and use, language learning

Abstract

This study reports the results of the analysis of two groups of 1st of ESO students’ textual productions to examine to what extent metalinguistic awareness can improve language learning and written expression. The methodology we have used is qualitative and responds to action research. The productions analysed are of two types: drafts, revisions, and letters, in which the students use the grammatical elements under study; and summary documents and reports, in which they reflect on the grammatical elements they have used. The conclusions obtained enable us to affirm that the summary documents and the reports promote metalinguistic awareness and that understanding how language works is not always related to a mastery of metalanguage. These results also indicate that the contrast between languages favours their learning and that teachers play a fundamental role in the development of learners’ metalinguistic competence.

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Author Biographies

Teresa Llamazares Prieto, Universidad de León

Teresa Llamazares Prieto is a professor in the Department of Hispanic and Classical Philology (area of Language and Literature Didactics) at the University of León, although she has also been a teacher in Early Childhood Education, Primary Education and Secondary Education. Her research interests are within early teaching-learning of writing and the teaching of grammar. Her publications include articles in reputed language education journals on L1 instruction (oral language, written language and grammatical issues) and volumes by national and international publishers. She has a PhD in Hispanic Philology (University of León, Spain)

Pilar Garcia Vidal, Universitat de València

Pilar Garcia Vidal holds a PhD in Language and Literature Didactics from the University of Valencia and is a Professor of Language and Literature in Secondary Education. She is part of the Research Group on Language Teaching (GIEL). His lines of research revolve around the didactics of language and literature, digital tools as an educational resource and project-based work. He has participated in various research projects on writing difficulties, linguistic autobiography, teaching grammar and teacher practice. She has also participated in educational innovation projects related to educational technology and language and literature projects.

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Published

2024-02-08

How to Cite

Llamazares Prieto, T., & Garcia Vidal, P. (2024). Metalinguistic reflection and grammatical systematization of secondary school students in a didactic grammar sequence on habituality. Huarte De San Juan. Filología Y Didáctica De La Lengua, (23), 37–63. https://doi.org/10.48035/rhsj-fd.23.3

Issue

No. 23 (2023)

Section

Estudios

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Copyright (c) 2024 Teresa Llamazares Prieto, Pilar Garcia Vidal

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