The Development of Language Learning Aptitude and Metalinguistic Awareness in Primary-School Children: A Classroom Study

In the typical foreign language classroom, many learners all over the world find themselves in a minimal-input environment. Existing research suggests that in such a setting, adolescents typically outperform younger children. The greater cognitive maturity of older learners manifests itself in greater language learning aptitude, greater metalinguistic awareness, and enhanced capacity for explicit learning. We examined whether the teaching and learning of either Esperanto or French would facilitate the development of language learning aptitude and metalinguistic awareness in 8-9-year-old children (N=28), thus setting the scene for enhanced explicit learning even at a young age. Following instruction in either Esperanto or French over a school year, children made significant gains on measures of aptitude, metalinguistic awareness, and L2 proficiency. Effect sizes in the Esperanto group were larger throughout, however, with greater homogeneity of performance in evidence and a closer association between aptitude, metalinguistic awareness, and L2 proficiency at the end of the treatment. Moreover, Esperanto proved significantly easier to learn than French, with larger gains in L2 proficiency achieved by the Esperanto group compared with the French group. Finally, we found that language-analytic ability emerged as a significant predictor of L2 achievement in the sample as a whole

Linguistic Metalinguistic Categories in Second Language Learning

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these differences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward. © Walter de Gruyter 2008

Perceived learning difficulty and actual performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty judgements of 13 selected L2 English structures and (b) perceived learning difficulty and learners' actual performance on measures of implicit and explicit knowledge. Our findings show that experts' learning difficulty judgements did not lead to significant predictions, whereas the learners' own difficulty rankings correlated significantly with their performance on the measure of explicit knowledge. Although correlations based on teachers' difficulty rankings did not reach statistical significance, the judgements of this group were the only ones that showed trends toward successful prediction of learners' performance on both the implicit and the explicit L2 measures. Thus the teachers exhibited a trend toward the best overall prediction ability

Attitudes and Acceptance of Oral and Parenteral HIV Preexposure Prophylaxis among Potential User Groups: A Multinational Study

BACKGROUND: The use of antiviral medications by HIV negative people to prevent acquisition of HIV or pre-exposure prophylaxis (PrEP) has shown promising results in recent trials. To understand the potential impact of PrEP for HIV prevention, in addition to efficacy data, we need to understand both the acceptability of PrEP among members of potential user groups and the factors likely to determine uptake. METHODS AND FINDINGS: Surveys of willingness to use PrEP products were conducted with 1,790 members of potential user groups (FSWs, MSM, IDUs, SDCs and young women) in seven countries: Peru, Ukraine, India, Kenya, Botswana, Uganda and South Africa. Analyses of variance were used to assess levels of acceptance across different user groups and countries. Conjoint analysis was used to examine the attitudes and preferences towards hypothetical and known attributes of PrEP programs and medications. Overall, members of potential user groups were willing to consider taking PrEP (61% reported that they would definitely use PrEP). Current results demonstrate that key user groups in different countries perceived PrEP as giving them new possibilities in their lives and would consider using it as soon as it becomes available. These results were maintained when subjects were reminded of potential side effects, the need to combine condom use with PrEP, and for regular HIV testing. Across populations, route of administration was considered the most important attribute of the presented alternatives. CONCLUSIONS: Despite multiple conceivable barriers, there was a general willingness to adopt PrEP in key populations, which suggests that if efficacious and affordable, it could be a useful tool in HIV prevention. There would be a willingness to experience inconvenience and expense at the levels included in the survey. The results suggest that delivery in a long lasting injection would be a good target in drug development