Scores Raw Data of Two tests on metalanguage and grammatical accuracy of 124 Students along with the analysis and results. The data was prepared and processed for a research project entitled [<em><strong>Correlation of EFL learners’ metalinguistic knowledge and grammatical accuracy] </strong></em>by the author.

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Transformation, Discontinuity, Metalanguage

Michael L. Johnson · Palgrave Macmillan UK eBooks · 1988

Life on Earth began some three or four billion years ago with a protein text embedded in the progenote, the ancestor of all cells. Its first major transformation was an act of information: the emergence of an organism that could perpetuate itself and evolve through the communication of its form and formal variations from generation to generation — biogenesis. The second major transformation, some 300–odd million years ago, occurred when ‘there emerged an organism that for the first time in the history of the world had more information in its brains than in its genes’.1 That transformation involved a radical morphogenesis, a revolution in the differentiation of the nervous system (itself a language) that separated it from the alimentary system and centralized its power. The third major transformation was the development, within the last million years or so, of the human brain, a structure that now has created more information exterior to itself, in human culture, than it could ever contain within its own boundaries. This last transformation involved a morphogenesis that, when its various aspects are taken together, was not only radical but singular.

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Language and Metalanguage

B. J. Mailloux, J. E. L. Peck, C. H. A. Koster · 1969

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Metalanguage and Grammar

Abdulaziz Sanosi · Figshare · 2022

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Natural Semantic Metalanguage:

Katalin Fenyvesi, Pia Suk Jensen · Channel View Publications eBooks · 2024

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Metalanguage in Interaction

Yael Maschler · Pragmatics & beyond. New series · 2009

Metalanguage in Interaction is about the crystallization of metalanguage employed throughout interaction into the discourse markers which permeate talk. Based on close analysis of naturally-occurring Hebrew conversation, it is a synchronic study of the grammaticization of discourse markers, a phenomenon until now mostly studied from a diachronic perspective. It constitutes the first monograph in the fields of Hebrew interactional linguistics and Hebrew discourse markers. The book first presents what is unique to the present approach to discourse markers and gives them an operational definition. Discourse markers are explored as a system, illuminating their patterning in terms of function, structure, and the moments in interaction at which they are employed. Next, detailed analysis of four Hebrew discourse markers illuminates not only the functions and grammaticization patterns of these markers, but also what they reveal about quintessential aspects of Israeli society, identity, and culture. The conclusion discusses commonalities and differences in the grammaticization patterns of the four markers, and relates the grammaticization of discourse markers from interaction to projectability in discourse.

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Lesniewski on Metalanguage

Richard, Sébastien · Dépôt institutionnel de l'Université libre de Bruxelles (Université Libre de Bruxelles) · 2016

info:eu-repo/semantics/nonPublished

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Awareness of Metalanguage

Roger Berry · Language Awareness · 2004

Abstract This paper reports an investigation into the language used by writers of grammars of English and learners' awareness of it. Two key features of this genre are whether and how writers present themselves in the text ('personality') and whether and to what extent they qualify their statements via the use of modality. Two comparable texts, one from a pedagogic grammar and one from a scholarly grammar were given to university learners of English in order to gauge their reactions as to the degree of friendliness and certainty of the text, as well as their level of difficulty and appropriateness. The students reacted more positively to the pedagogic text on all counts, most significantly in terms of its certainty and least significantly in terms of its friendliness. The students were also asked to identify the items in the texts that had led to their reaction; some pinpointed features of personality and modality, though most did not and pointed to other aspects, in particular the use of examples. The paper concludes that the choices made by writers about personality and modality are important for learners, though not necessarily in ways that would be expected. Keywords: AWARENESSMETALANGUAGEPEDAGOGIC GRAMMAR

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