The role of metalinguistic knowledge and skill in comprehending, producing, and revising lexical and pronoun reference.

摘要

The relationship between metalinguistic and unassisted linguistic performance was investigated within a well defined framework of literacy tasks (comprehension, production and revision) and language structure (anaphoric reference). Metalinguistic performance was operationalized in terms of two constructs, metalinguistic knowledge about lexical and pronoun reference, and metalinguistic skill in subjects' manipulation of lexical and pronoun reference tokens. Unassisted performance was operationalized in terms of effective spontaneous use of lexical and pronoun reference rather than global performance. Four metalinguistic and four unassisted tasks were included in the design. Twenty four students were tested, six males and six females from each of two Grade levels (Grades 2 and 4). The relationships between metalinguistic and performance variables, and Grade and Gender were tested using multivariate statistical techniques. The results indicated a relationship between metalinguistic and unassisted performance which was highly constrained by task and which was independent of Grade level. Grade effects were only identified for metalinguistic performance and did not coincide with the pattern of the metalinguistic/unassisted relationship. The findings are discussed in terms of the methodological implications for research into metalinguistics and metacognitive knowledge and skill and possible instructional approaches.