METACOGNITIVE GRAMMAR AWARENESS AS A TOOL FOR DEVELOPING COMMUNICATIVE ACCURACY

This thesis examines metacognitive grammar awareness as a pedagogical tool for enhancing communicative accuracy in second and foreign language learning. Drawing on established theories of metacognition [1], communicative competence [2], and form-focused instruction [3], the study synthesizes empirical findings demonstrating that learners’ explicit awareness of grammatical forms, combined with strategic regulation of language use, contributes to measurable gains in accuracy. Research in second language acquisition indicates that metalinguistic awareness supports noticing of linguistic features [4], promotes self-monitoring [5], and enhances the effectiveness of corrective feedback [6]. The analysis integrates findings from classroom-based intervention studies and theoretical frameworks in applied linguistics to argue that metacognitive grammar instruction bridges the gap between explicit knowledge and communicative performance.