In this book, the authors present research and theory to argue that
metalinguistic awareness of one's native language is altered by
either the acquisition or the learning of a second language. The
main argument is that people with more than one language have
different knowledge of their first language (L1) than do
monolingual people, and this difference can mainly be due to the
effect of subsequent languages on the development and use of L1
skills.
This book offers:
-- a multilingual perspective which emphasizes that knowledge of
two or more languages results in a unique and complex competence
that is not equal to the sum of knowledge of monolingual speakers
of those languages,
-- an attempt to demonstrate that effective foreign language
learning can lead to multicompetence even if the socio-cultural
background of the target language is not present,
-- a cognitive-pragmatic perspective of language representation and
processing which means a move away from the lexical-syntactic
approach that has been dominating bilingual research,
-- a discussion of the effect of foreign language learning on the
use and development of mother tongue skills which will focus not
only on demonstrating that this influence exists but also
explaining how this takes place by reexamining and discussing
issues such as conceptualization in a second language,
metalinguistic awareness, linguistic relativity, relationship of
thought and word, and transfer of skills, and
-- an opportunity for educators to rethink and reevaluate the
importance and impact of foreign language teaching and learning on
the development of human personality, mother tongue use, and
overall growth of the individual.
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