Abstract
Numerous studies on transfer in language learning focus on the nature of transfer, its mechanisms, and its impact on language proficiency and literacy. The majority of implications for teaching methods concern interpretive skills such as reading, whereas the data on effective transfer strategies related to productive skills such as speaking are scarce. This study focuses on speech development based on metacognitive knowledge built into L1 (Russian) as a tool for fostering transfer regarding language universals into L2 (English). An intervention experiment involving elementary school students was based on parallel instruction of synonyms as explicit metalinguistic knowledge. The findings show that, in contrast to the control group, participants from the experiment group displayed a significantly higher gain in skills regarding synonyms in L2, even though metacognitive knowledge of the subject was presented in L1. The results of the study suggest that metalinguistic awareness can facilitate transfer and its instruction can be an effective teaching strategy in speech development in early childhood education.
Highlights
One of such links manifests itself in metalinguistic awareness, which unites the concepts of system level language transfer and transfer of training
The instructors received a set of exercises to incorporate in their intervention classes, and these exercises were synchronized with the textbook they usedthroughout one school year
Whereas in Russian an increase of 16% in intervention class (IC) compared to null gain in control class (CC) on Task 1 and Task 3 might not be that significant, an increase of 47,8% on Task 2 in ICs in contrast to 2,4% gain in CCs can serve as an indicator of the success of experimental methodology
Summary
A. Finding synonyms in the text and discussing the shades of meaning (connotation) that help distinguish between them. B. Discussing examples that show limited interchangeability of synonyms due to register, dialect, or expressivity. 3. Developing the concept of synonyms through training. A. Showing examples of the various functions of synonyms: specification, substitution, scaling, and/ or euphemization. B. Learning the skill of using synonyms for inferencing. D. Using synonyms to explain the figurative meaning of words. 4. Recycling the knowledge and skills on synonyms. D. Introducing new vocabulary using synonyms and semantic webs. E. Fostering the use of synonyms (according to their functions) in one’s own speech provided a necessity of accomplishing a particular task
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