The study reviews literature on the role of metalingusitc knowledge in second language acquisition. The paper begins with a brief statement of the LA movement in Western countries and foreign language education in Japan, concentrating on the unresolved question of LA, i.e. to what extent KAL (Knowledge about language) contributes to language learning and language education. Despite the fact that there has been much research on the role of metalinguistic knowledge overseas, there has not been any research on its role for Japanese learners. The study investigates the role of metalinguisitc knowledge in terms of implicit/explicit knowledge and declarative/procedualized knowledge, converging on three positions concerning the relationship between metalinguisitc knowledge and L2 proficiency. After reviewing major research into its role, the paper discusses questions about previous studies and lays emphasis on the cognitive framework proposed by Johnson (1996) and Bialystok (1994, 2001) as rationales for future study.論文 (Article
