Editor: Peter Garrett (University of Cardiff)
Review editor: Terry Shortall (University of Birmingham)
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Volume: 8 Number: 3 Page: 143–159
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'All These Like Little Name Things': A Comparative Study of Language Teachers' Explicit Knowledge of Grammar and Grammatical Terminology
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Stephen Andrews
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An in-depth investigation is currently being conducted into the metalinguistic awareness of a group of practising L2 teachers, all non-native speakers teaching English in Hong Kong secondary schools. The
investigation focuses on teacher metalinguistic awareness (TMA) as it relates to grammar. As part of this in-depth study, a test was administered in order to explore the declarative dimension of TMA: the
teacher's explicit knowledge of grammar and grammatical terminology. The test was based largely on Alderson et al. (1996), which in turn draws upon Bloor (1986). The present paper reports on the test performance
of these serving teachers as an indication of the level and nature of their explicit knowledge of grammar and grammatical terminology. It also compares their performance with that of two groups of prospective
teachers of EFL/ESL: one group of native-speakers and the other of non-native speakers. Comparison with the former helps to shed light on the native/non-native issue (see, for example, Medgyes, 1994) as
it relates to explicit knowledge of grammar, while comparison with the latter offers some indication of the effects of post-secondary education and teaching experience upon such knowledge.
© Multilingual Matters 1999
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