Using Concept-Based Instruction in the L2 Classroom: Perspectives from Current and Future Language Teachers

Autor/inn/en	Williams, Lawrence; Abraham, Lee B.; Negueruela-Azarola, Eduardo
Titel	Using Concept-Based Instruction in the L2 Classroom: Perspectives from Current and Future Language Teachers
Quelle	In: Language Teaching Research, 17 (2013) 3, S.363-381 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813482950
Schlagwörter	Concept Formation; Second Language Instruction; Second Language Learning; Interviews; Observation; French; Spanish; Teaching Methods; Grammar; Language Teachers; Verbs; Case Studies; Preservice Teachers; Textbooks; Native Language; Rating Scales; Teacher Attitudes; Beginning Teachers; Experienced Teachers; Microteaching; Essays; Pretests Posttests + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Fremdsprachenunterricht; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Beobachtung; Französisch; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Textbook; Text book; Schulbuch; Lehrbuch; Rating-Skala; Lehrerverhalten; Junior teacher; Junglehrer; Essay; Aufsatzunterricht
Abstract	A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook's explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that--in some instances and for a variety of reasons--experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10