Abstract

Metalanguage did not receive a lot of attention in communicative language teaching (CLT) but has remained an untouched area in second language studies. This research wanted to examine the effect of teachers’ metalanguage on learners’ noticing of grammatical points. This research was conducted at two proficiency levels of elementary and intermediate. In each level of elementary and intermediate, two groups were chosen, an experimental and a control group. In the experimental group, the teachers used metalanguage to teach grammar points. However, in control group the teachers used examples to teach grammar points. A noticing task test was administered to the two groups to collect data. The result indicated that the metalanguage had impacted the learners’ noticing, of grammatical points.

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