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It must be admitted that the MTS Questionnaire is not a precise measurement of learner knowledge of metalinguistic terminology, the main reason being that learner knowledge of terminology is not precise in itself. Learners' awareness of a term's meaning may be rather vague, and one should not expect as precise an understanding as that possessed by grammarians. Nevertheless, the Questionnaire does attempt to replicate the way in which terminology is deployed in classroom situations, as when a teacher says, 'You need to use an infinitive here'.

While it requires learners to produce examples, it is receptive knowledge of the terms that is required rather than productive knowledge (which would be more appropriate for teachers). A similarly receptive technique, that of asking respondents to identify exemplars of the terms cheap Cartier jewelry(http://www.salecartier.com) in a text, was used by some of the studies discussed above, for example Alderson et al., 1997; Andrews, 1998; Steel and Alderson, 1994, but this is considered to be a more appropriate task for teachers than for learners. The questionnaire was administered at the start of their university study before they had started any formal grammar courses.5 be automatically assumed that the Polish group knows the most, and the Austrian group the least, about terminology. A number of possible factors may be involved. In particular, the MTS does not aim to be comprehensive and may favor one group over another in its choice of items. Nor should it be assumed that the Polish students are somehow better, and the Austrians weaker, at terminology (still less at grammar). In addition, it must be pointed out that the figures for the three institutions should not be taken as representative of their countries.6

Nevertheless, it would seem safe to assume that the Austrian students had been least exposed metalinguistic terminology in their secondary studies, probably as a result of a curriculum that deemphasizes focus on form (or rather, the more successful implementation of such a curriculum). But the most significant finding is that all three groups have in general been exposed to a fair amount of terminology; and it must be remembered that the MTS Questionnaire represents only a sample of what students might know. A rough guess might be that knowledge of terms could be at least twice what is exposed by the survey, given the number of pedagogic terms that are not included.

The measurements of dispersal in Table 1 above - range and standard deviation (SD) -show a high degree of variation in each group. The Hong Kong cohort had the smallest range and SD, whereas there was a wider range and greater SD for both Poland and Austria (which are in fact almost identical as regards SD). This indicates that the Hong Kong group was more homogeneous in terms of its knowledge of terminology (and presumably also the terminological practices Cartier Jewelry(http://www.discountcartier.com) of its teachers) - a reasonable conclusion given its small territory and the cohesiveness of its society and educational policies. The SD in the earlier 1997 study for the larger group of business students, 4.79, would seem to support this.

Nevertheless, there was extensive variation between students in all three populations. This could reflect the variation in teaching practices in the three countries, although the more extreme cases could have been students who had not been through the local education system. In any case, the major implication must be that teachers in any of the three countries should not treat their students as homogeneous as far as knowledge of terminology is concerned.

Teachers of English need to appreciate the extent of the problem. No tertiary programme can assume that their students have the required terminology to undertake the scientific study of English grammar at this level. But if it is reasonable to assume that these students' knowledge of terminology reflects pedagogic practice at the secondary level, then it is not just tertiary teachers who need greater awareness. Teachers at all levels must take care, and those moving from one place to another must not assume that their terminology is portable. Classes where the students Links Of London Bracelets(http://www.links-of-london.org /S-Bracelets-5.html) are from different backgrounds will be particularly problematic. But even where they are from the same general background very few assumptions can be made, given the wide intra-group differences identified in this study. As a result, whenever terminology is to be used concrete measures are needed to check knowledge and to identify and prepare learners who are weak in it (e.g. via self-access exercises or support materials, such as glossaries). This is especially relevant for textbooks aimed at an international audience which use more than a bare minimum of terminology.

The final implication concerns the use of terminology as a research tool in investigating the metalinguistic knowledge of learners. To the theoretical doubts about the use of such a methodology outlined at the start of this paper must be added the practical problems identified by these results. Many learners, even English majors at university, cannot be relied on to have more than a smattering of terms, and studies should be designed with this in mind; where possible, alternatives to the use of terminology, such as the techniques outlined by Ellis (2004), should be sought speech versus reported speech agreement versus concord and present progressive tense versus present continuous tense. The relative popularity of these in the three countries will offer direct comparisons of pedagogic practice. Respondents were asked to tick the items that they knew and then exemplify them in one of two ways to show their understanding: by giving a word (or words) or phrase to demonstrate (e.g. for determiner 'this, these'; for infinitive 'to go') or by writing a phrase or clause and underlining the relevant word(s) (e.g. for subject 'He likes you'.). Cases where a tick was given without an example were discounted; it could well have meant that learners thought that they knew the term but were mistaken. In other words, they may have Links Of London Earrings(http://www.linksoflondon4u.com/ earrings-c-183.html) been familiar with the term but not its meaning. Indeed, in many cases where learners gave examples, these were identified as incorrect. For example, student A2 wrote 'This tree is big' as an example of direct object. In some cases, examples which were grammatically incorrect were allowed as correct examples of the term, such as when student A8 wrote 'beautifuller' as an example of comparative adjective.

The study did not have only a quantitative orientation. Examples which were wrong, if systematic, such as the one above, could have as much significance as those which were correct by indicating common misconceptions and confusions about terms. For this reason, a qualitative analysis was carried out on cases where examples were given but which were considered incorrect. This analysis also looked for insights from correct examples.

The issue of metalinguistic terminology in language teaching has been approached from a number of angles. Several writers have discussed the relative merits of its use in the L2 classroom, ranging from the unashamedly positive (Herman, 1979) to the fundamentally opposed (Garrett, 1986), with, in between, a possible majority of the cautiously positive (Carter, 1995; Lewis, 2000; Mohammed, 1994; Woods, 1994).2 Others have taken a more descriptive approach, taking the use of metalinguistic terminology as a given and looking at teachers' beliefs about it (e.g. Borg, 1999) or attitudes towards its use (Berry, 2001) or teachers' knowledge of it (Andrews, 1998), with a view to informing pedagogic practice. However, it is rare to find a focus on learner knowledge Replica Hublot(http://www.imitatewatch.com/Goods Brand/Replica-Hublot-Watches-44.html) of terminology.

Several studies have used terminology as a 'tool' to investigate metalinguistic knowledge/awareness, either in the context of concern about a call for greater metalinguistic knowledge among modern language students in the United Kingdom (Alderson, Clapham, & Steel, 1997; Steel & Alderson, 1994) or in studies investigating the role of formal instruction (Han & Ellis, 1998; Macaro & Masterman, 2006).

Steel and Alderson (1994) and Alderson et al. (1997) looked into the relationship between metalinguistic knowledge and language proficiency (as well as language aptitude) in English university students learning French, using a test of metalinguistic knowledge that relied heavily on terminology. They concluded that there was little connection between metalinguistic knowledge and language proficiency, a finding echoed by Han and Ellis (1998).

Data sources for language inquiry are notoriously problematized within linguistic theory. The advent and use of web text for data collection will surely only complicate the issue. Obviously web language neither can nor should be ignored. And in fact, I hope this paper has shown that data from the web can give us unique perspectives on certain aspects of language use that might not be so obvious in more traditional kinds of sources. In this way, we extend an understanding of the inter section of historical linguistic theory and text worlds. If that has been successful, then the advanced grammatical status for (e.g. [fina]) is evidenced not only by semantic distribution and formal shape, but also by its very high frequency and broader acceptance in emerging web literacy.

Of course, knowledge of metalinguistic terminology and metalinguistic knowledge in general are not the same thing, and the assumption of Alderson et al. (1997) that terminology is an essential part of explicit metalinguistic knowledge can be challenged (Berry, 2005; Ellis, 2004) on both conceptual and methodological grounds. The relationship between language awareness and terminology/metalanguage is not a straightforward one, most obviously because knowledge and the terminology for it do not always co-occur. The distinction between metalinguistic knowledge (knowledge about language) and metalingual knowledge (knowledge of metalanguage) made Patek Philippe Replica(http://www.luv-replica.com/Goods Brand/Patek_Philippe_Replica_Watches-17. html) in Berry (2005) is relevant here. Some knowledge may only be accessible through terminology but as Harley (1994) points What can be done about the situation to make the learning and use of terminology less problematic Firstly, those who use terminology and others who promote it (e.g. teachers, grammarians, textbook writers) should consider the terms they advocate. Pairs of confusing terms (e.g. phrasal verb, verb phrase) should be avoided where possible, particularly for pedagogic purposes. (It is probably impossible to do this with scientific terminology, where pairs such as subject and subjunctive abound.) Although ELT terminology may seem to be fixed, the very fact that there is so much variation, as evidenced by this study, demonstrates that alternatives are possible.

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In this section, I illustrate the three story levels by presenting extracts from Roxanne's story constructed during our narrative inquiry exemplar in South Africa. Roxanne taught English at primary and high schools in a west African country (where she was born) before moving to another country in southern Africa where she taught English at university level. She then moved to South Africa and continued her teacher education by embarking on a further qualification. The following extract from her written narrative clearly suggests context at a personal level; specifically her inner thoughts about her philosophy of teaching and her goals for her students.

I desire to impart knowledge effectively to learners in a manner that they will clearly Patek Philippe Replica(http://www.imitatewatch.com/Good sBrand/Replica-Patek-Philippe-Watches-55 .html) understand each topic of discussion and develop a love for English as a second language. This desire motivates me to prepare very well before going to the classroom to teach. There is also the desire in me for my students to develop proficiency in the language and display this by participating actively in class activities, perform well in tests and exams, but more importantly, for them to acquire lifelong skills in effective communication (both in written and spoken) in English in different settings.

Roxanne remarked in her analysis of her narrative (the second part of the assignment) that writing her story was the first time she had articulated this personal dimension of her teaching life: 'it has given me the opportunity to reflect critically on some important aspects of my life that I have not given serious consideration to previously, especially my learning/teaching experiences in the [west African] E S L context'.

At this level, Roxanne's story connects with Stories going on at a level outside her immediate domain; that is, the context is such that her control of her practice within it is not as intimate and secure as at the level of story (with a small s). The following extract illustrates this contextual level:

School inspectors (experienced teachers) from the Department of Education also come regularly to inspect the teaching/learning activities going on in the schools. All of these are done to ensure that the required standard is maintained. I learnt a lot from all these experienced teachers. Here, Roxanne reports on an external monitoring process, and her comment suggesting that she learnt much from such surveillance is evidence of the story-Story connection. The next extract is part of a longer story which relates her experiences of teaching a literature-based English course for the first time, in an unfamiliar cultural context. In the final sentence she once again connects this wider context to her own personal practice.

I had a more mature group of students from an entirely different cultural background, more numerous in number than each of the classes I had taught previously and a new course, Literature and Society, which I had to relate to their society and culture. It was quite challenging at first. Throughout Roxanne's narrative she makes connections to STORIES which relate closely to her own. For example, the bad economic situation in her country meant that she had to put off her teacher education for a few years.

I had to work after high school in order to save some money for my university education Tag Heuer Replica(http://www.luv-replica.com/Goods Brand/tag_heuer_replica_watches-20.html) because of the economic situation of my family and most families in [the country] under military dictatorship. During this period, the economy of [the country] was in a very bad shape and many workers were retrenched from work without any benefits. Once she qualified as an English teacher the government Education Department deployed her (as it did all graduates) to teach in a location different from where she lived:

A program was designed to promote unity to some extent. Graduates who qualify ... are sent to states different from their states of origin in order for them to be introduced to different cultures and languages in the other part of the country. Since I hail from [name of] state and speak [name of] language, I was posted to [name of] state with a language and culture different from mine.
In order to qualify and work as a teacher in the context of this STORY, Roxanne had to go along with these conditions. She had no power to resist them.