Transfer and articulation : tracing metalinguistic development in Year 8 writers
Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 studentsâ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the studentsâ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was conducted over one academic year and involved three different teaching and reflection cycles. Three students, with differing attainment levels, were selected at the start of the research process to be case studies. Their written work was analysed at five different points during the year: a pre-test writing assessment; a post teaching test assessment and after each of the three teaching cycles. Students were also encouraged to write reflective commentaries outlining their linguistic and grammatical choices. These data sets were complemented by the addition of case study participant interviews which were conducted within
Morgan, Sharon
metalinguistic knowledge ; grammar ; year 8 ; self-regulation ; writing ; action research
Transfer and articulation : tracing metalinguistic development in Year 8 writers. Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 studentsâ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the studentsâ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was conducted over one academic year and involved three different teaching and reflection cycles. Three students, with differing attainment levels, were selected at the start of the research process to be case studies. Their written work was analysed at five different points during the year: a pre-test writing assessment; a post teaching test assessment and after each of the three teaching cycles. Students were also encouraged to write reflective commentaries outlining their linguistic and grammatical choices. These data sets were complemented by the addition of case study participant interviews which were conducted within
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