Volume 6, Issue 1
  • ISSN 2211-7245
  • E-ISSN: 2211-7253
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Of the numerous factors affecting language development, a particular role has been assigned to Metalinguistic Awareness (MLA) as a major constituent of the cognitive development of experienced language learners, while being itself a key to accelerated language learning (e.g., Jessner, 2008 ). The present study explores the relationship between multilingual usage and MLA in French-speaking Quebeckers ( = 66) with different language backgrounds who start to learn German after English in a formal setting. ‘Multilingual experience’ was operationalized by the frequency and the diversity of foreign language use across 10 different contexts of use. A reflexive dimension of MLA was assessed by means of the THAM-3 ( Pinto & El Euch, 2015 ), and complemented by think-aloud protocols produced during a multilingual translation task, which reflected an applied dimension of MLA. Multiple regression analyses suggest that both frequency and diversity of non-native language use in specifically literacy-based activities predicted the applied dimension of MLA.


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