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Papers by Claudia Pellegrini

Research on third language acquisition and multilingualism found consistent evidence that metacog... more Research on third language acquisition and multilingualism found consistent evidence that metacognitive and metalinguistic awareness are crucial for the enhancement of different kinds of language learning strategies in multilinguals. In this article attention is directed to the difference in strategy deployment between participants with and without Latin in their repertoire as well as to the role and contribution of Latin in multiple language learning. The data used for the study stem from the longitudinal, large-scale LAILA project (Linguistic Awareness in Language Attriters) conducted at the University of Innsbruck in which young adult learners were asked to answer questions in relation to a text in a hitherto unknown language. The combination of quantitative and qualitative analysis of the think-aloud protocols show a strong tendency for advantages of those multilingual learners with Latin in their repertoire. The paper also discusses challenges of multilingualism with Latin with...

Research on third language acquisition and multilingualism found consistent evidence that metacog... more Research on third language acquisition and multilingualism found consistent evidence that metacognitive and metalinguistic awareness are crucial for the enhancement of different kinds of language learning strategies in multilinguals. In this article attention is directed to the difference in strategy deployment between participants with and without Latin in their repertoire as well as to the role and contribution of Latin in multiple language learning. The data used for the study stem from the longitudinal, large-scale LAILA project (Linguistic Awareness in Language Attriters) conducted at the University of Innsbruck in which young adult learners were asked to answer questions in relation to a text in a hitherto unknown language. The combination of quantitative and qualitative analysis of the think-aloud protocols show a strong tendency for advantages of those multilingual learners with Latin in their repertoire. The paper also discusses challenges of multilingualism with Latin with...

This article describes two metalinguistic ability tests, the TAM-2 and the TAM-3 (Pinto & Tit... more This article describes two metalinguistic ability tests, the TAM-2 and the TAM-3 (Pinto & Titone 1989 ; Pinto 1995, 1999), which address two different age ranges, 9-14 and late adolescenceadulthood, respectively. In both tests, there is a clear distinction between L questions, which elicit an intuitive and global form of metalinguistic awareness (henceforth, MLA), and ML questions, which request justification of the previous L questions, and thus elicit MLA at the explicit level. To assess these more complex ML processes, a three-step scale has been created, based on Piaget’s final equilibration model (Piaget, 1975) which posits three types of mental regulations to face cognitive conflicts : alpha, beta, and gamma. As metalinguistic tasks are intrinsically generated by cognitive conflicts between linguistic elements of different nature (in form and in meaning), the alpha, beta, and gamma pattern has been transposed to the metalinguistic domain. This coding system ensures continuity between the TAM-2 and the TAM-3, beyond differences in metalinguistic complexity. This article also offers an overview of the extensive research that has been conducted with the TAM-2 and the TAM-3, not only in their original linguistic version, i.e. Italian, but in all the other linguistic versions available (English, French, Spanish, and German)

Research on third language acquisition and multilingualism found consistent evidence that metacog... more Research on third language acquisition and multilingualism found consistent evidence that metacognitive and metalinguistic awareness are crucial for the enhancement of different kinds of language learning strategies in multilinguals. In this article attention is directed to the difference in strategy deployment between participants with and without Latin in their repertoire as well as to the role and contribution of Latin in multiple language learning. The data used for the study stem from the longitudinal, large-scale LAILA project (Linguistic Awareness in Language Attriters) conducted at the University of Innsbruck in which young adult learners were asked to answer questions in relation to a text in a hitherto unknown language. The combination of quantitative and qualitative analysis of the think-aloud protocols show a strong tendency for advantages of those multilingual learners with Latin in their repertoire. The paper also discusses challenges of multilingualism with Latin with...

Research on third language acquisition and multilingualism found consistent evidence that metacog... more Research on third language acquisition and multilingualism found consistent evidence that metacognitive and metalinguistic awareness are crucial for the enhancement of different kinds of language learning strategies in multilinguals. In this article attention is directed to the difference in strategy deployment between participants with and without Latin in their repertoire as well as to the role and contribution of Latin in multiple language learning. The data used for the study stem from the longitudinal, large-scale LAILA project (Linguistic Awareness in Language Attriters) conducted at the University of Innsbruck in which young adult learners were asked to answer questions in relation to a text in a hitherto unknown language. The combination of quantitative and qualitative analysis of the think-aloud protocols show a strong tendency for advantages of those multilingual learners with Latin in their repertoire. The paper also discusses challenges of multilingualism with Latin with...

This article describes two metalinguistic ability tests, the TAM-2 and the TAM-3 (Pinto & Tit... more This article describes two metalinguistic ability tests, the TAM-2 and the TAM-3 (Pinto & Titone 1989 ; Pinto 1995, 1999), which address two different age ranges, 9-14 and late adolescenceadulthood, respectively. In both tests, there is a clear distinction between L questions, which elicit an intuitive and global form of metalinguistic awareness (henceforth, MLA), and ML questions, which request justification of the previous L questions, and thus elicit MLA at the explicit level. To assess these more complex ML processes, a three-step scale has been created, based on Piaget’s final equilibration model (Piaget, 1975) which posits three types of mental regulations to face cognitive conflicts : alpha, beta, and gamma. As metalinguistic tasks are intrinsically generated by cognitive conflicts between linguistic elements of different nature (in form and in meaning), the alpha, beta, and gamma pattern has been transposed to the metalinguistic domain. This coding system ensures continuity between the TAM-2 and the TAM-3, beyond differences in metalinguistic complexity. This article also offers an overview of the extensive research that has been conducted with the TAM-2 and the TAM-3, not only in their original linguistic version, i.e. Italian, but in all the other linguistic versions available (English, French, Spanish, and German)