ANALYZING METALINGUISTIC AWARENESS IN FOREIGN LANGUAGE LEARNING: A PSYCHOLINGUISTIC FRAMEWORK AND CURRICULUM IMPLICATIONS

Abstract

This study aims to analyze metalinguistic awareness in foreign language learning from a psycholinguistic perspective and examine its implications for English as a Foreign Language (EFL) curriculum design. Employing a qualitative approach with a library research design, this study synthesizes recent theoretical and empirical literature to explore how metalinguistic awareness functions as a cognitive mechanism in language acquisition. The findings indicate that metalinguistic awareness plays a central role in enabling learners to consciously reflect on, analyze, and manipulate linguistic structures across multiple dimensions, including phonological, morphological, syntactic, and pragmatic aspects. From a psycholinguistic perspective, this awareness is closely linked to cognitive processes such as attention, working memory, and language processing, which support more effective learning outcomes. Furthermore, the study highlights that integrating metalinguistic awareness into instructional practices enhances learners’ language proficiency, autonomy, and analytical abilities. In terms of curriculum implications, the study emphasizes the need for systematic integration of metalinguistic awareness through learner-centered approaches and technology-enhanced learning. This research contributes to the development of a psycholinguistically informed framework for EFL curriculum design that promotes deeper linguistic understanding and sustainable language development.