iReasearch学术科研网

摘要：This article focuses on the growing stigma attached to the use of metalanguage in second language classrooms, a consequence of the rise of communicative language teaching (CLT). Metalanguage, due to its traditional linkage with formal grammar instruction, has been neglected as a legitimate component of pedagogical practices in many CLT-oriented classrooms. It is argued that some criticisms of metalanguage "fail to give due consideration to the part metalanguage can play in facilitating the development of metalinguistic knowledge." A growing number of studies have found correlations between learners' metalinguistic knowledge of the second language and their proficiency in that language. Adapted from the source document