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Cognitive Linguistics

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Linguistic and metalinguistic categories in second language learning

*Address for correspondence: Karen Roehr, Department of Language & Linguistics, University of Essex, Wivenhoe Park, Colchester CO4 3SQ, UK

Citation Information: Cognitive Linguistics. Volume 19, Issue 1, Pages 67–106, ISSN (Online) 1613-3641, ISSN (Print) 0936-5907, DOI: 10.1515/COG.2008.005, March 2008

Publication History

Received:
2006-08-07
Revised:
2007-05-16
Published Online:
2008-03-12

Abstract

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these differences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward.

Keywords: categorization; explicit and implicit knowledge; metalinguistic knowledge; second language learning, usage-based model

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