THE ROLE OF LINGUISTIC COMPETENCE AND METALINGUISTIC AWARENESS IN FOREIGN LANGUAGE TEACHING

Abstract

This study provides an in-depth exploration of the interrelationship between linguistic competence and metalinguistic awareness in the context of foreign language instruction. Linguistic competence encompasses learners’ internalized understanding of phonology, morphology, syntax, semantics, and pragmatic norms, enabling the production of contextually appropriate and accurate language. Metalinguistic awareness, in contrast, refers to learners’ capacity to consciously analyze, reflect upon, and regulate language forms and usage, thereby enhancing cognitive flexibility and learning autonomy. The study involved 150 participants across secondary and tertiary educational institutions, employing multiple research methods including classroom observation, diagnostic testing, semi-structured interviews, and comparative cross-linguistic analysis. Findings indicate that learners with heightened metalinguistic awareness demonstrate significantly accelerated development of grammatical, phonological, lexical, and pragmatic competencies. The research emphasizes the necessity of integrative pedagogical approaches that simultaneously nurture both linguistic competence and metalinguistic skills, thereby optimizing foreign language acquisition outcomes.