Exploring Efl Learners’ Grammar Achievement And Metalinguistic Knowledge: A Correlational Study

Résumé: The present exploratory study mainly addresses the relationship between Algerian EFL learners’ grammar achievement and their metalinguistic knowledge. Additionally, it purports to provide estimates of the participants’ metalinguistic knowledge and their achievement in grammar. A group of 57 out of a cohort of 214 sophomores majoring in English at Mohammed Seddik Ben Yahia University participated in the study conducted using two different tests. Data collection was actually approached using a grammar test that was implemented to determine the participants’ achievement in grammar. Moreover, a metalinguistic knowledge test adopted from Elder (2009) was administered to the participants to record their level of metalinguistic knowledge. The data was analysed using IBM SPSS Statistics 21 software (2012). The study findings revealed the participants’ low achievement in grammar but a relatively high level of their metalinguistic knowledge. The results reported the existence of a moderate positive correlation between the two variables (r=0,432). Ultimately, the study underscores the importance of rethinking the nature of grammar instruction, by mediating the explicit and implicit knowledge dimensions and revisiting the English grammar curriculum in Algerian higher education, through incorporating metalinguistic awareness-raising activities and metalinguistic feedback, which are thought conducive to improving EFL learners’ grammar abilities.

Publié dans la revue: المجلة الجزائرية للأبحاث والدراسات