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Language Teaching Research
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Metalinguistic knowledge, language aptitude and language proficiency

J. Charles Alderson

Lancaster University

Caroline Clapham

Lancaster University

David Steel

Lancaster University

This paper reports on an ESRC-funded study of the levels of knowledge about language of first-year undergraduate student learners of French and the relationship between this metalinguistic knowledge and language proficiency and aptitude. Tests of metalinguistic knowledge, language aptitude and French linguistic proficiency were administered to 509 students. The results show that levels of metalinguistic knowledge vary considerably. However, the relationship between metalinguistic knowledge and language proficiency is weak. Meta-linguistic knowledge and language proficiency appear to constitute two separate factors of linguistic ability. Moreover, there was no support for the belief that students with higher levels of metalinguistic knowledge perform better at French, or that they improve their French proficiency at higher rates than other students during university study. Whilst knowledge about language may be worthwhile in its own right, there is no evidence from this study to justify the teaching of metalinguistic knowledge as a means of improving students' linguistic proficiency.

Language Teaching Research, Vol. 1, No. 2, 93-121 (1997)
DOI: 10.1177/136216889700100202
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