Yes...but these same mad overthinking skillz also help learners get clarification for input. One of the reasons why adults are much efficient acquirers of language than kids.
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For classroom teachers, I think the question is “how can I maximize acquisition in the ~100 hours a year I have” and thus if metalinguistic thinking boosts acquisition or makes it more efficient, what is the proper admixture of input and metalinguistic training?
End of conversation
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