Verbalisation as a Mediational Tool for Understanding Tense-Aspect Marking in English: An Application of Concept-Based Instruction

Autor/inn/en	Ganem-Gutierrez, Gabriela Adela; Harun, Haliza
Titel	Verbalisation as a Mediational Tool for Understanding Tense-Aspect Marking in English: An Application of Concept-Based Instruction
Quelle	In: Language Awareness, 20 (2011) 2, S.99-119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Protocol Analysis; Second Language Learning; Morphemes; Sociocultural Patterns; Teaching Methods; English (Second Language); Advanced Students; Graduate Students; Foreign Countries; Concept Formation; Role; Verbal Communication; Grammar; Second Language Instruction; Metalinguistics; United Kingdom + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Morphem; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fortgeschrittener; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Concept learning; Begriffsbildung; Rollen; Grammatik; Fremdsprachenunterricht; Metalanguage; Metasprache; Großbritannien
Abstract	According to Vygotsky, we use tools both to shape and make sense of the world and to exercise control over others and over ourselves. Importantly, the very use of those tools to mediate and regulate our actions has developmental repercussions in our cognitive capabilities. From a sociocultural theory perspective on second language learning, these ideas are fundamental to our understanding of theoretical, pedagogical, and methodological issues. This paper reports on a pilot study framed within the principles of Concept-Based Instruction (CBI). The study involved six L2 advanced English learners doing postgraduate courses at a British university. Drawing on tests and protocols obtained by transcribing individual (think-aloud) and dyadic (pair-work) activity, our findings revealed that the CBI process helped most of our participants gain a deeper understanding of the concept of tense-aspect marking in English. Insights into the role of verbalisation as a regulatory tool were also gained through microgenetic analysis of the data. On the basis of our findings, some implications of CBI are also discussed in relation to grammar teaching and the value of metalinguistic knowledge in the L2 learning and teaching context. (Contains 3 figures, 4 tables, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10