Conceptualization and Orientation in Concept-based Language Instruction

An Introduction to the Special Issue

Authors

  • Benjamin J. White Saint Michael’s College
  • Gabriela Adela Gánem-Gutiérrez University of Essex
  • Mathias Schulze San Diego State University

DOI:

https://doi.org/10.1558/lst.19041

References

Arievitch, I. M. and Stetsenko, A. (2000). The Quality of Cultural Tools and Cognitive Development: Gal’perin’s Perspective and Its Implications. Human Development 43(2): 69–92. https://doi.org/10.1159/000022661

Buescher, K. and Strauss, S. (2018). Conceptual framework and L2 pedagogy: The case of French Prepositions. In A. E. Tyler, L. Ortega, M. Uno, and H. Park (Eds), Usage-inspired L2 Instruction; Researched Pedagogy (pp. 95–115). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.49.05bue

Fazilatfar, A. M., Jabbari, A. A. and Harsij, R. (2017). Concept-based instruction and teaching English tense and aspect to Iranian school learners. Issues in Language Teaching 6(1): 179–145.

Gal’perin, Piotr I. 1989 [1957]. Mental actions as a basis for the formation of thoughts and images. Soviet Psychology 27(2): 45–64. https://doi.org/10.2753/RPO1061-0405270345

Gal’perin, Piotr I. 1992 [1978]. Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30(4): 60–80. https://doi.org/10.2753/RPO1061-0405300460

Gánem-Gutiérrez, G. A. and Harun, H. (2011). Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction. Language Awareness 20(2): 99–119.

https://doi.org/10.1080/09658416.2010.551125

García, P. N. (2017). Implementing concept?based instruction in the heritage language classroom: A pedagogical proposal. Euro American Journal of Applied Linguistics and Languages 4: 1–19. https://doi.org/10.21283/2376905X.6.86

Hadidi, A. (2017). Cognition and Rhetoric in English Language Learners’ Writing: A Developmental Study (Unpublished PhD dissertation). York University.

Johnson, N. H. (2008). Genre as concept in second language academic writing pedagogy (Unpublished PhD dissertation). The University of Arizona.

Kim, J. (2013). Developing conceptual understanding of sarcasm in a second language through concept-based instruction (Unpublished PhD dissertation). The Pennsylvania State University.

Lakoff, G. J. and Johnson, M. (1980). Metaphors We Live By. Chicago, IL: University of Chicago Press.

Lakoff, G. and Johnson, M. (1999). Philosophy in the Flesh (Vol. 4). New York: Basic Books.

Lai, W. (2012). Concept-based foreign language pedagogy: Teaching the Chinese temporal system (Unpublished PhD dissertation). The Pennsylvania State University.

Lantolf, J. P. and Poehner, M. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York and London: Routledge. https://doi.org/10.4324/9780203813850

Lantolf, J. P. and Thorne, S. L. (2006). Sociocultural Theory and the Genesis of L2 Development. Oxford: Oxford University Press.

Masuda, K. and Labarca, A. (2015). Schematic diagram use and languaging quality in learning Japanese polysemous particles ni and de. In K. Masuda, C. Arnett, and A. Labarca (Eds), Cognitive Linguistics and Sociocultural Theory: Applications for Second and Foreign Language Teaching, 203–232. Berlin and Boston, MA: Mouton de Gruyter. https://doi.org/10.1515/9781614514442-011

Masuda, K., Ohta, A. and Tsujihara, R. (2017). Shakaibunka riron to ninichi gengogaku no yuuwa o mezashite: Asupekuto maakaa teiru no jissen rei, The 28th Japanese Association of Second Language Acquisition Conference, Ochanomizu University, Tokyo, December 16–17, 2017.

Negueruela, E. (2003). A sociocultural approach to the teaching and learning of second languages: Systemic-theoretical instruction and L2 development (Unpublished PhD dissertation). The Pennsylvania State University.

Ohta, A. S. (2017). From SCOBA development to implementation in concept-based instruction: Conceptualizing and teaching Japanese addressee honorifics as expressing modes of self. Language and Sociocultural Theory 4(2): 1–32. https://doi.org/10.1558/lst.31492

Ohta, A. S. and Tsujihara, R. (2017). Teaching addressee honorifics in Japanese using concept-based instruction (CBI): A qualitative, intact classroom study. Paper presented at the Conference of the American Association for Applied Linguistics, Portland, Oregon, 18–21 March.

Swain, M., Lapkin, S., Knouzi, I., Suzuki W. and Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal 93(1): 5–29. https://doi.org/10.1111/j.1540-4781.2009.00825.x

Van Compernolle, R. A. (2014). Sociocultural Theory and L2 Instructional Pragmatics (Vol. 74). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783091409

Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Volume 1. Problems of general psychology, including the volume Thinking and Speech. New York and London: Plenum Press.

White, B. J. (2012). A conceptual approach to the instruction of phrasal verbs. The Modern Language Journal 96(3): 419–438. https://doi.org/10.1111/j.1540-4781.2012.01365.x

Zhang, X. (2014). The teachability hypothesis and concept-based instruction topicalization in Chinese as a second language (Unpublished PhD dissertation). The Pennsylvania State University.

Published

2021-06-10

How to Cite

White, B. J., Gánem-Gutiérrez, G. A., & Schulze, M. (2021). Conceptualization and Orientation in Concept-based Language Instruction: An Introduction to the Special Issue. Language and Sociocultural Theory, 8(1), 1–7. https://doi.org/10.1558/lst.19041