Metalinguistic Awareness Tests
in European Languages

Publications before the project by the team members and their collaborators

 

Codemo, S., Pinto, M.A., Trusso, F., & Iliceto, P. (2007). Primo sviluppo metalinguistico in bambini bilingui italiano-inglese. Una ricerca in contesto britannico. Rivista di Psicolinguistica Applicata, VII (1-2), 105-125.

El Euch, S. (2012). Metalinguistic awareness and trilingual reading comprehension. WEFLA2012 Proceedings, ISBN: 978-959-16-1537-4.

El Euch, S. (2012). Effect of metalinguistic awareness on reading in the first language, second language and third language of university students. INTED2012 Proceedings, ISBN:978-84-615-5563-5.

El Euch, S. (2010). Attitudes, motivations et conscience métalinguistique chez des bilingues et des trilingues adultes : effets, similarités et différences. Language Awareness, 19 (1), 17-33.

Jessner, U. (2009). The role of metalinguistic knowledge in L2 and L3 development: A dynamic-systems-theory perspective. The Modern Language Journal, 92 (2), 270-283.

Jessner, U. (2008). Language Awareness in multilinguals: Theoretical trends. In: J. Cenoz & N. Hornberger (Eds.), Encyclopedia of Language and Education, Vol 6.: Knowledge about Language (pp. 357-359). New York: Springer.

Jessner, U. (2005). Multilingual metalanguage, or the way multilinguals talk about their languages. Special issue of Language Awareness: Metalanguage in Applied Linguistics (ed. Berry, R.), 14 (1), 56-68. 

Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press. 

Jessner, U. (1999). Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning. Language Awareness, 8 (3, 4), 201-209. 

Lasagabaster, D. (1998). Metalinguistic awareness and the learning of English as an L3. Atlantis, XX (2), 69-79. 

Núnez, M.P., Fernandez de Haro, E., & Romero López, A. (2009). Adquisición de habilidades metalingüísticas y enseñanza-aprendizaje de la composición escrita en educación primaria: reflexiones didácticas sobre los resultados de un estudio experimental. Porta linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 12, 149-169.

Ostiguy, L. & Gagné, G. (1990). Metalinguistic activites and the development of the use of formal register among elementary school children. In M.A.K. Halliday, J. Gibbons, and H. Nicholas (Eds.), Learning, keeping and using language, Vol. 1 (pp. 205-218). Philadelphia: John Benjamins Publishing Compagny.

Gagné, G. & Ostiguy, L. (1989). The development of metalinguistic awareness and the acquisition of formal speech in mother tongue education. In S. Zanuelli (Ed.), Literacy in school and society, Multidisciplinary perspectives (pp. 147-157). New York: Plenum Publishing.

Pafumi, M.L., Pinto, M.A., & Iliceto, P. (2007). Habilidades de paráfrasis en alumnos bilingües español-italiano entre 14 y 17 años. Un estudio comparatívo entre Argentina e Italia. Rivista di Psicolinguistica Applicata, VII (1-2),127-149. 

Pinto, M.A. (2011). Long-term effects of early bilingualism on metalinguistic awareness: A study on young adults. In P. Valore (Ed.), Multilingualism. Language, Power, and Knowledge (pp. 7-27). Pisa, Edistudio. 

Pinto, M.A. (1999). La consapevolezza metalinguistica. Teoria, sviluppo, strumenti di misurazione. Pisa-Roma: Istituti Editoriali e Poligrafici Internazionali. 

Pinto. M.A. & Candilera, G. (2000). La valutazione del primo sviluppo metalinguistico. Il TAM-1 (Test di abilità metalinguistiche 4-6 anni). Manuale di istruzioni. Milano: Franco Angeli.

Pinto, M.A., & Iliceto, P. (2007). TAM-3. Test di abilità metalinguistiche n.3. Fascia adolescenti-adulti. Roma: Carocci Faber. 

Pinto, M.A., Candilera, G., & Iliceto, P. (2003). Tam-2. Test di abilità metalinguistiche n.2 (9- 14 anni). La valutazione dello sviluppo metalinguistico tra scuola elementare e scuola media. Manuale di istruzioni. Roma: Scione Editore. 

Pinto, M.A., Iliceto, P., & Melogno, S. (2012). Argumentative abilities in metacognition and in metalinguistics. A study on University students. European Journal of Psychology of Education, (27), 35-58. 

Pinto, M.A., Iliceto, P., Bracone, I., & Pontani, S. (2005). La percezione della lingua italiana in soggetti bilingui in relazione alla percezione di Sé e dell'altro. Rivista di Psicolinguistica Applicata, V (1), 129-169. 

Pinto, M.A., Melogno, S. & Iliceto, P. (2008). TCM junior. Test di comprensione di metafore - junior. Scuola dell'Infanzia – scuola primaria. Roma: Carocci Faber. 

Pinto, M.A., Melogno, S., & Iliceto, P. (2006). TCM. Test di comprensione delle metafore. Scuola elementare e scuola media. Roma: Carocci Faber. 

Pinto, M.A., Titone, R., & Gonzales, G. (2000). La consciencia metalingüistica. Teoría, desarrollo e instrumentos de medición. Roma: Istituti Editoriali e Poligrafici Internazionali. 

Pinto, M.A.,Titone, R., & Trusso, F. (1999). Metalinguistic awareness. Theory, development and measurement instruments. Roma: Istituti Editoriali e Poligrafici Internazionali. 

Pinto, M.A., Trusso, F., & Kristiansen, K. (2002). Metalinguistic abilities in Italian-English adult bilinguals. A comparison with Italian-speaking and English-speaking monolinguals. Rivista di Psicolinguistica Applicata, II (2-3), 77-90. 

Romero López, A., Fernandez de Haro, E., & Núnez, M.P. (2008). Habilidades metalingüísticas y enseñanza-aprendizaje de la composición escrita. Un estudio empírico realizado en educación primaria. Granada: Grupo Editorial Universitario.

 

 

Dernière mise à jour | 2015-02-20