Alderson, J. C., & Steel, D. (1994). Metalinguistic knowledge, language aptitude and language proficiency. Retrieved from ERIC database. (ED380984)
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1, 93-121.
Alipour, S. (2014). Metalinguistic and Linguistic Knowledge in Foreign Language Learners. Theory and Practice in Language Studies, 4 (12), 2640-2645.
Arthur, B. (1980). Gauging the boundaries of second language competence. A study of learner judgements. Language Learning, 30, 177-194.
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–77.
Berry, R. (2005). Making the Most of Metalanguage. Language Awareness, 14 (1), 3-20.
Bialystok, (1990). The competence of processing: classifying theories of second language acquisition. TESOL Quarterly, 24, 635-48.
Carter, R. (2003). Language awareness. ELT Journal, 57, 64-65.
Dakowska, M. (1993) Language, metalanguage, and language use: A cognitive psycholinguistic view. International Journal of Applied Linguistics, 3, 79-9.
Doughty, C. (1988). Effects of instruction on the acquisition of relativization in English as a Second Language. Ph.D. dissertation. University of Pennsylvania.
Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (ed.), Cognition and Second Language Instruction. Cambridge: Cambridge University Press, 206 57.
Doughty, C. (2003). Instructed SLA: constraints, compensation, and enhancement. In C. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 256–310). Oxford: Blackwell.
Doughty, C. and Williams, J. (1998). Issues and terminology. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press , 1-11.
Eckman, F., Bell, L., & Nelson, D. (1988). On the generalization of relative clause instruction in the acquisition of English as a Second Language. Applied Linguistics, 9, 10-20.
Elder, C., & Manwaring, D. (2004). The relationship between metalinguistic knowledge and learning outcomes among undergraduate students of Chinese. Language Awareness, 13 (3), 145–62.
Elder, C. (2009). Validating a test of metalinguistic knowledge. In R. Ellis, S. Loewen, C. Elder, J. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 113-138). Bristol, UK: Multilingual Matters.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27 (2), 305–52.
Ellis, R. (2009). Measuring implicit and explicit knowledge of a second language. In R. Ellis, S. Loewen, C. Elder, J. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 31-64). Bristol, UK: Multilingual Matters.
Ellis, N. (2011). Implicit and explicit SLA and their interface. In C. Sanz & R.P. Leow (Eds.), Implicit and explicit language learning. Conditions, processes, and knowledge in SLA and bilingualism (pp. 35-47).
Washington, DC: Georgetown University Press.
Gass, S. (1982). From theory to practice. In M. Hines and W. Rutherford (Eds.), On TESOL' 81. Washington, DC: TESOL , 120-39.
Gass, S. (1994). The reliability of second-language grammaticality judgments. In E. Tarone, S. Gass, and A. Cohen (Eds.), Research Methodology in Second- Language Acquisition (pp. 303–322). Hillsdale, NJ: Lawrence Erlbaum Associates.
Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Routledge.
Germain, C. and Seguin, H. (1995). Le Point sur: La Crammaire. Montreal: Centre Educatif Culturel.
Gutierrez, X. (2013). Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish. Language Awareness, 22 (2), 176-191.
Han, Y., & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research, 2, 1-23.
Hu, G. (2002). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition, 24, 347-386.
Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39, 63-77. doi:10.1016/j. system.2011.01.011
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Kellerman, E. (1986). An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon. In E. Kellerman and M. Sharwood Smith (Eds.), Crosslinguistic Influence in Second Language Acquisition (pp. 35-48). Oxford: Pergamon.
Kuile, T., H., & Weldhuis, M. (2010). Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Language and Cognition, 14 (2), 233–242.
Long, M. H. (1983). Does instruction make a difference. TESOL Quarterly, 17, 359-382.
Long, M. H. (1988). Instructed interlanguage development. In L. Beebe (ed.). Issues in Second Language Acquisition: Multiple Perspectives. Rowley, MA: Newbury House , 115-141.
Long, M. H. (1991). The design and psycholinguistic motivation of research on foreign language learning. In B. F. Freed (ed.). Foreign Language Acquisition Research and the Classroom. Lexington, MA: Heath , 309-320.
Long, M. H., & Robinson, P. (1998). Focus on form: theory, research, and practice. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press , 15-41.
Mathews, R., Buss, R, Stanley, W, Blanchard-Fields, F, Cho, C, & Druhan, B. (1989). Role of implicit and explicit processes in learning from examples: a synergistic effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 1083-1100.
Masny, D. (1991). Language learning and linguistic awareness: The relationship between proficiency and acceptability judgments in L2. In C. James and P. Garrett (Eds.), Language Awareness in the Classroom (pp. 290-304). London: Longman.
Pavesi, M. (1986). Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 81, 38-55.
Pica, T. (1983). Adult acquisition of English as a second language under different conditions of exposure. Language Learning, 33, 465-497.
Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52-79.
Reber, A. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219-235.
Renou, J. M. (2000). Learner accuracy and learner performance: The quest for a link. Foreign Language Annals, 33 (2), 168–80.
Renou, L. (2001). An examination of the relationship between metalinguistic awareness and second language proficiency of adult learners of French. Language Awareness, 10, 249-67.
Roehr, K. (2007). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics, 29 (2), 173-199.
Roehr, K., & Ganem-Gutierrez, G. A. (2009). The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness, 18 (2), 165-181.
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-164.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
Sharwood Smith, M. (1988). Modularity in second language research. Polyglot, 9 (Fiche 2, Dl).
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16, 371–391.
Tokunaga, M. (2014). Exploring Metalinguistic Knowledge of Low to Intermediate Proficiency EFL Students in Japan. SAGE, 1-10.
White, L. (1987). Against comprehensible input: the Input Hypothesis and the development of second- language competence. Applied Linguistics, 82, 95-110.
White, L. (1991). Adverb placement in second language acquisition: some effects of positive and negative evidence. Second Language Research, 7, (2), 133-161.
VanPatten, B., & Benati, A. G. (2010). Key Terms in Second Language Acquisition. London; New York: Continuum.
Zipke, M. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders. Reading Psychology, 28, 375–396.
L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners
Alderson, J. C., & Steel, D. (1994). Metalinguistic knowledge, language aptitude and language proficiency. Retrieved from ERIC database. (ED380984)
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1, 93-121.
Alipour, S. (2014). Metalinguistic and Linguistic Knowledge in Foreign Language Learners. Theory and Practice in Language Studies, 4 (12), 2640-2645.
Arthur, B. (1980). Gauging the boundaries of second language competence. A study of learner judgements. Language Learning, 30, 177-194.
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–77.
Berry, R. (2005). Making the Most of Metalanguage. Language Awareness, 14 (1), 3-20.
Bialystok, (1990). The competence of processing: classifying theories of second language acquisition. TESOL Quarterly, 24, 635-48.
Carter, R. (2003). Language awareness. ELT Journal, 57, 64-65.
Dakowska, M. (1993) Language, metalanguage, and language use: A cognitive psycholinguistic view. International Journal of Applied Linguistics, 3, 79-9.
Doughty, C. (1988). Effects of instruction on the acquisition of relativization in English as a Second Language. Ph.D. dissertation. University of Pennsylvania.
Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (ed.), Cognition and Second Language Instruction. Cambridge: Cambridge University Press, 206 57.
Doughty, C. (2003). Instructed SLA: constraints, compensation, and enhancement. In C. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 256–310). Oxford: Blackwell.
Doughty, C. and Williams, J. (1998). Issues and terminology. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press , 1-11.
Eckman, F., Bell, L., & Nelson, D. (1988). On the generalization of relative clause instruction in the acquisition of English as a Second Language. Applied Linguistics, 9, 10-20.
Elder, C., & Manwaring, D. (2004). The relationship between metalinguistic knowledge and learning outcomes among undergraduate students of Chinese. Language Awareness, 13 (3), 145–62.
Elder, C. (2009). Validating a test of metalinguistic knowledge. In R. Ellis, S. Loewen, C. Elder, J. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 113-138). Bristol, UK: Multilingual Matters.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27 (2), 305–52.
Ellis, R. (2009). Measuring implicit and explicit knowledge of a second language. In R. Ellis, S. Loewen, C. Elder, J. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 31-64). Bristol, UK: Multilingual Matters.
Ellis, N. (2011). Implicit and explicit SLA and their interface. In C. Sanz & R.P. Leow (Eds.), Implicit and explicit language learning. Conditions, processes, and knowledge in SLA and bilingualism (pp. 35-47).
Washington, DC: Georgetown University Press.
Gass, S. (1982). From theory to practice. In M. Hines and W. Rutherford (Eds.), On TESOL' 81. Washington, DC: TESOL , 120-39.
Gass, S. (1994). The reliability of second-language grammaticality judgments. In E. Tarone, S. Gass, and A. Cohen (Eds.), Research Methodology in Second- Language Acquisition (pp. 303–322). Hillsdale, NJ: Lawrence Erlbaum Associates.
Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Routledge.
Germain, C. and Seguin, H. (1995). Le Point sur: La Crammaire. Montreal: Centre Educatif Culturel.
Gutierrez, X. (2013). Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish. Language Awareness, 22 (2), 176-191.
Han, Y., & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research, 2, 1-23.
Hu, G. (2002). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition, 24, 347-386.
Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39, 63-77. doi:10.1016/j. system.2011.01.011
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Kellerman, E. (1986). An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon. In E. Kellerman and M. Sharwood Smith (Eds.), Crosslinguistic Influence in Second Language Acquisition (pp. 35-48). Oxford: Pergamon.
Kuile, T., H., & Weldhuis, M. (2010). Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Language and Cognition, 14 (2), 233–242.
Long, M. H. (1983). Does instruction make a difference. TESOL Quarterly, 17, 359-382.
Long, M. H. (1988). Instructed interlanguage development. In L. Beebe (ed.). Issues in Second Language Acquisition: Multiple Perspectives. Rowley, MA: Newbury House , 115-141.
Long, M. H. (1991). The design and psycholinguistic motivation of research on foreign language learning. In B. F. Freed (ed.). Foreign Language Acquisition Research and the Classroom. Lexington, MA: Heath , 309-320.
Long, M. H., & Robinson, P. (1998). Focus on form: theory, research, and practice. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press , 15-41.
Mathews, R., Buss, R, Stanley, W, Blanchard-Fields, F, Cho, C, & Druhan, B. (1989). Role of implicit and explicit processes in learning from examples: a synergistic effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15, 1083-1100.
Masny, D. (1991). Language learning and linguistic awareness: The relationship between proficiency and acceptability judgments in L2. In C. James and P. Garrett (Eds.), Language Awareness in the Classroom (pp. 290-304). London: Longman.
Pavesi, M. (1986). Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 81, 38-55.
Pica, T. (1983). Adult acquisition of English as a second language under different conditions of exposure. Language Learning, 33, 465-497.
Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52-79.
Reber, A. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219-235.
Renou, J. M. (2000). Learner accuracy and learner performance: The quest for a link. Foreign Language Annals, 33 (2), 168–80.
Renou, L. (2001). An examination of the relationship between metalinguistic awareness and second language proficiency of adult learners of French. Language Awareness, 10, 249-67.
Roehr, K. (2007). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics, 29 (2), 173-199.
Roehr, K., & Ganem-Gutierrez, G. A. (2009). The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness, 18 (2), 165-181.
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-164.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
Sharwood Smith, M. (1988). Modularity in second language research. Polyglot, 9 (Fiche 2, Dl).
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16, 371–391.
Tokunaga, M. (2014). Exploring Metalinguistic Knowledge of Low to Intermediate Proficiency EFL Students in Japan. SAGE, 1-10.
White, L. (1987). Against comprehensible input: the Input Hypothesis and the development of second- language competence. Applied Linguistics, 82, 95-110.
White, L. (1991). Adverb placement in second language acquisition: some effects of positive and negative evidence. Second Language Research, 7, (2), 133-161.
VanPatten, B., & Benati, A. G. (2010). Key Terms in Second Language Acquisition. London; New York: Continuum.
Zipke, M. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders. Reading Psychology, 28, 375–396.
Aydın, F. (2018). L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies, 14(1), 28-49.
AMA
Aydın F. L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies. Mart 2018;14(1):28-49.
Chicago
Aydın, Fatma. “L2 Metalinguistic Knowledge and L2 Achievement Among Intermediate-Level Adult Turkish EFL Learners”. Journal of Language and Linguistic Studies 14, sy. 1 (Mart 2018): 28-49.
EndNote
Aydın F (01 Mart 2018) L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies 14 1 28–49.
IEEE
F. Aydın, “L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners”, Journal of Language and Linguistic Studies, c. 14, sy. 1, ss. 28–49, 2018.
ISNAD
Aydın, Fatma. “L2 Metalinguistic Knowledge and L2 Achievement Among Intermediate-Level Adult Turkish EFL Learners”. Journal of Language and Linguistic Studies 14/1 (Mart 2018), 28-49.
JAMA
Aydın F. L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies. 2018;14:28–49.
MLA
Aydın, Fatma. “L2 Metalinguistic Knowledge and L2 Achievement Among Intermediate-Level Adult Turkish EFL Learners”. Journal of Language and Linguistic Studies, c. 14, sy. 1, 2018, ss. 28-49.
Vancouver
Aydın F. L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies. 2018;14(1):28-49.