EXAMINING THE INTERPLAY OF METALINGUISTIC AWARENESS, COGNITIVE LOAD, AND GRAMMATICAL ACCURACY AMONG MULTILINGUAL ADULT LEARNERS IN HYDERABAD, SINDH

Abstract

The relationship between metalinguistic awareness, the task information and grammar (word order, subject-verb agreement and tenses) was studied in 150 multilingual adult learners from Hyderabad, Sindh. As part of the research, participants took an exam on how they think about language, a grammar assessment and a test to measure the pressure of learning. Using correlational, regression and longitudinal analysis, it was found that higher metalinguistic awareness relates to improved scores in grammar (r = .82, p < .001). The more complex the tasks, the less accurate participants were in grammar (r = -.42, p < .001). We also noticed through a meaningful interaction (β = .12, p = .01) that having metalinguistic awareness keeps grammar less affected by cognitive load. Grammatical accuracy variance was linked to 85.2% (R² = .852, p < .001) of the variation caused by the five variables in the model. Records over many years proved that metalinguistic learning helps students apply grammar rules more accurately. Based on the research, knowing language helps, awareness of language plays a role in managing effort and teaching approaches should use the resources that every learner has.