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ESL Teachers' Metalanguage as Evidence of Their Metalinguistic Knowledge of the English Intonation System

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Title: ESL Teachers' Metalanguage as Evidence of Their Metalinguistic Knowledge of the English Intonation System
Language: English
Authors: Di Liu (ORCID 0000-0002-8590-0555), Alison McGregor, Beth Zielinski, Marnie Re, Colleen Meyers
Source: Language Awareness. 2025 34(2):324-344.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Intonation, Metalinguistics, Language Teachers, Task Analysis, Simulation, Pronunciation, Needs Assessment, Language Variation, Pedagogical Content Knowledge, Faculty Development, Context Effect, Intensive Language Courses
DOI: 10.1080/09658416.2024.2370886
ISSN: 0965-8416
1747-7565
Abstract: The present study investigated six experienced English as a second language (ESL) teachers' metalinguistic knowledge of the English intonation system through analysis of their metalanguage. Participants' metalanguage related to intonation was collected while completing three tasks: (1) a semi-structured interview, (2) a simulated teaching demonstration, and (3) a pronunciation needs assessment. Qualitative content analysis revealed information related to their metalinguistic knowledge of the intonation subsystems of parsing, prominence, and pitch contour. Although broad patterns of metalinguistic knowledge across participants were evident, metalanguage variation showed individual differences in conceptualization and descriptiveness of the subsystems, suggesting a lack of a systematic and in-depth understanding of the characteristics and functions of the interrelated subsystems. Findings highlight the need to enhance teachers' metalinguistic knowledge of the English intonation system, with more emphasis on the interconnectivity of intonational features and contextual meaning-making phenomena of intonation. The study provides implications for second language (L2) teacher educators and education programmes, suggesting that more attention should be given to teachers' use of metalanguage for explicit pronunciation instruction. In addition, more training opportunities are needed to foster a systematic and in-depth understanding of the intonation system.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469247
Database: ERIC
FullText Text:
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  Data: ESL Teachers' Metalanguage as Evidence of Their Metalinguistic Knowledge of the English Intonation System
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Di+Liu%22">Di Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8590-0555">0000-0002-8590-0555</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alison+McGregor%22">Alison McGregor</searchLink><br /><searchLink fieldCode="AR" term="%22Beth+Zielinski%22">Beth Zielinski</searchLink><br /><searchLink fieldCode="AR" term="%22Marnie+Re%22">Marnie Re</searchLink><br /><searchLink fieldCode="AR" term="%22Colleen+Meyers%22">Colleen Meyers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Awareness%22"><i>Language Awareness</i></searchLink>. 2025 34(2):324-344.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 21
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intonation%22">Intonation</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink>
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  Data: 10.1080/09658416.2024.2370886
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  Data: 0965-8416<br />1747-7565
– Name: Abstract
  Label: Abstract
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  Data: The present study investigated six experienced English as a second language (ESL) teachers' metalinguistic knowledge of the English intonation system through analysis of their metalanguage. Participants' metalanguage related to intonation was collected while completing three tasks: (1) a semi-structured interview, (2) a simulated teaching demonstration, and (3) a pronunciation needs assessment. Qualitative content analysis revealed information related to their metalinguistic knowledge of the intonation subsystems of parsing, prominence, and pitch contour. Although broad patterns of metalinguistic knowledge across participants were evident, metalanguage variation showed individual differences in conceptualization and descriptiveness of the subsystems, suggesting a lack of a systematic and in-depth understanding of the characteristics and functions of the interrelated subsystems. Findings highlight the need to enhance teachers' metalinguistic knowledge of the English intonation system, with more emphasis on the interconnectivity of intonational features and contextual meaning-making phenomena of intonation. The study provides implications for second language (L2) teacher educators and education programmes, suggesting that more attention should be given to teachers' use of metalanguage for explicit pronunciation instruction. In addition, more training opportunities are needed to foster a systematic and in-depth understanding of the intonation system.
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  Data: 2025
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        Value: 10.1080/09658416.2024.2370886
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      – Text: English
    PhysicalDescription:
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        PageCount: 21
        StartPage: 324
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Intonation
        Type: general
      – SubjectFull: Metalinguistics
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      – SubjectFull: Language Teachers
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      – SubjectFull: Task Analysis
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      – SubjectFull: Simulation
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      – SubjectFull: Pronunciation
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      – SubjectFull: Needs Assessment
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      – SubjectFull: Language Variation
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      – SubjectFull: Faculty Development
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      – SubjectFull: Context Effect
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      – SubjectFull: Intensive Language Courses
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      – TitleFull: ESL Teachers' Metalanguage as Evidence of Their Metalinguistic Knowledge of the English Intonation System
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              Y: 2025
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