A Classroom Application of Concept-Based Language Instruction (C-BLI)

Authors

  • Maroua Benhamlaoui University Fréres Mentouri- Constantine 1
  • Gabriela Adela Gánem-Gutiérrez University of Essex

DOI:

https://doi.org/10.1558/lst.21349

Keywords:

Concept-Based Language Instruction, Sociocultural Theory, C-BLI, tense/aspect

Abstract

This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.

Author Biographies

Maroua Benhamlaoui, University Fréres Mentouri- Constantine 1

Maroua Benhamlaoui is an Assistant Professor (Applied Linguistics/TEFL) in the Department of English Language and Literature at the University of Frères Mentouri-Constantine 1, Algeria. She has a Ph.D. (ELT) from the University of Essex, UK. Her main research interests include English Language Teaching, Sociocultural Theory, Concept-Based Language Instruction, and Second Language Acquisition.

Gabriela Adela Gánem-Gutiérrez, University of Essex

Gabriela Adela Gánem-Gutiérrez (Ph.D.) is a Senior Lecturer (Applied Linguistics/TEFL) in the Department of Language and Linguistics at the University of Essex. Her main research interests include L2 pedagogy, instructed L2 learning, Sociocultural Theory, and Cognitive Linguistics for L2 learning and teaching.

References

Arievitch, I. M. and Haenen, J. P. P. (2005). Connecting sociocultural theory and educational practice: Gal’perin’s approach. Educational Psychologist, 40(3): 37–41. https://doi.org/10.1207/s15326985ep4003

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: 69–92. https://doi.org/10.1159/000022661

Bahloul, M. (2008). Structure and Function of the Arabic Verb. New York: Routledge.

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Comrie, B. (1976). Aspect. Cambridge: Cambridge University Press.

Cowan, R. (2008). The Teacher’s Grammar of English. Cambridge: Cambridge University Press.

DeKeyser, R. M. (2007). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. New York: Cambridge University Press.

DeKeyser, R. M. (2015). Skill acquisition theory. In B. Van Patten and J. Williams (eds.), Theories in Second Language Acquisition: An Introduction, 94–112. New York: Routledge.

Esteve, O. (2018). Concept-based instruction in teacher education programs in Spain as illustrated by the SCOBA-mediated Barcelona formative model. In J. P. Lantolf, M. E. Poehner, and M. Swain (eds.), The Routledge Handbook of Sociocultural Theory and Second Language Development, 487–504. New York: Routledge.

Esteve, O., Fernández, F. and Bes, A. (2018). Pre-service teacher education from a sociocultural perspective: A case-study on teaching learning through conceptual mediation. Language and Sociocultural Theory, 5(2): 83–107. https://doi.org/10.1558/lst.37792

Fauconnier, G. (1998). Mental spaces, language modalities, and conceptual integration. In M. Tomasello (ed.), The New Psychology of Language: Cognitive and Functional Approaches to Language Structure, 251–280. Mahwah, N.J.: Lawrence Erlbaum.

Field, A. (2009). Discovering Statistics Using SPSS (and Sex and Drugs and Rock’n’Roll) (3rd ed). Los Angeles: SAGE.

Gal’perin, P. (1969). Stages in the development of mental acts. In M. Cole and I. Maltzman (eds.), Reading in Educational Psychology. Learning and Teaching, 142–154. London: Methuen.

Gal’perin, P. (1992). 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. (2016). Enhancing metalinguistic knowledge: Preterite and imperfect in L2 Spanish. Language and Sociocultural Theory, 3(1): 27–54. https://doi.org/10.1558/lst.v3i1.28803

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. (2018). Concept-based instruction: Investigating the role of conscious conceptual manipulation in L2 development. In J. P. Lantolf, M. E. Peohner, and M. Swain (eds.), The Routledge Handbook of Sociocultural Theory and Second Language Development, 181–196. London: Routledge.

Garret, N. (1986). The problem with grammar: What kind can the language learner use? Modern Language Journal, 70(2): 133–148. https://doi.org/10.1111/j.1540-4781.1986.tb05257.x

Haenen, J. (2001). Outlining the teaching – learning process: Piotr Gal’perin’s contribution. Learning and Instruction, 11: 157–170. https://doi.org/10.1016/S0959-4752(00)00020-7

Harun, H. (2013). Individual versus Collaborative Verbalisation for Understanding Tense/Aspect Marking in L2 English: Exploring Concept-Based Instruction for L1 Malay Lerners. Unpublished PhD thesis. University of Essex, Essex, UK.

Huddleston, R. (1984). An Introduction to English Grammar. Cambridge: Cambridge University Press.

Karpov, Y. V. (2018). Acquisition of scientific concepts as the content of school instruction. In J. P. Lantolf, M. E. Poehner, and M. Swain (eds.), The Routledge Handbook of Sociocultural Theory and Second Language Development, 102–116. New York: Routledge.

Kim, J. and Lantolf, J. P. (2018). Developing conceptual understanding of sarcasm in L2 English through explicit instruction. Language Teaching Research, 22: 208–229. https://doi.org/10.1177/1362168816675521

Knouzi, I., Swain, M., Lapkin, S. and Brooks, L. (2010). Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20(1): 23–49. https://doi.org/10.1111/j.1473-4192.2009.00227.x

Kuepper, M.-C. and Feryok, A. (2019). Concept-based pragmatics instruction: Teaching German address pronouns to New Zealand tertiary students. Language and Sociocultural Theory, 6(2): 158–183. https://doi.org/10.1558/lst.37359

Landis, J. R. and Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1): 159–174.

Langacker, W. R. (1991). Foundations of Cognitive Grammar. Vol. II: Descriptive Application. Stanford, CA: Stanford University Press.

Langacker, W. R. (2000). Grammar and Conceptualization. Berlin/New York: Mouton de Gruyter.

Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (ed.), Sociocultural Theory and Second Language Learning, 1–26. Oxford: Oxford University Press.

Lantolf, J. P. (2008). Praxis and classroom L2 development. Estudios de Lingüística Inglesa Aplicada, 8: 13–44.

Lantolf, J. P. (2011). Integrating sociocultural theory and cognitive linguistics in the second language classroom. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning: Volume II, 303–318. New York: Routledge.

Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.

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

Lantolf, J. P. and Tsai, M.-H. (2018). L2 developmental education and systemic theoretical instruction: The case of English ver+noun collocations. In A. E. Tyler, L. Ortega, M. Uno, and H. In Park (eds.), Usage-inspired L2 Instruction, 29–53. Amsterdam: John Benjamins.

Lantolf, J. P. and Zhang, X. (2017). Concept-based language instruction. In S. Loewen and M. Sato (eds.), The Routledge Handbook of Instructed Second Language Acquisition, 146–165. New York: Routledge.

Lapkin, S., Swain, M. and Knouzi, I. (2008). Postsecondary French as a second language students learn the grammatical concept of voice: Study design, materials development, and pilot data. In J. P. Lantolf and M. E. Poehner (eds.), Sociocultural Theory and the Teaching of Second Languages, 228–255. London: Equinox.

Larsen-Freeman, D. (2015). Complex dynamic systems theory. In B. VanPatten and J. Williams (eds.), Theories in Second Language Acquisition: An Introduction (2nd ed.), 248–270. New York: Routledge.

Larsen-Freeman, D. and Celce-Murcia, M. (2016). The Grammar Book: Form, Meaning and Use for English Language Teachers (3rd ed). Boston, MA: National Geographic Learning.

Lightbown, P. M. (2019). Perfecting practice. The Modern Language Journal, 103(3): 703–712. https://doi.org/10.1111/modl.12588

Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley Blackwell.

Mudhsh, B. A. D. M. (2021). A comparative study of tense and aspect categories in Arabic and English. Cogent Arts & Humanities, 8(1): 1–14. https://doi.org/10.1080/23311983.2021.1899568

Multon, K. D. and Coleman, S. M. (2018). Inter-rater reliability. In B. B. Frey (ed.), The SAGE Encyclopaedia of Educational Research, Measurement, and Evaluation, 863–865. SAGE: Los Angeles.

Murphy, R. (1994). English Grammar in Use. Cambridge: Cambridge University Press. http://www.alleng.ru/d/engl_en/eng010.htm

Negrete Cetina, M. (2019). Enhancing EFL Teacher Trainees’ Cognition Through Systemic Theoretical Instruction (STI). Unpublished PhD thesis. University of Essex, Essex, UK.

Negueruela-Azarola, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf and M. E. Poehner (eds.), Sociocultural Theory and the Teaching of Second Languages, 189–226. London: Equinox.

Negueruela-Azarola, E. and García, P. N. (2016). Sociocultural theory and the language classroom. G. Hall (ed.), The Routledge Handbook of English Language Teaching, 295–309. New York: Routledge. https://doi.org/10.1017/CBO9781107415324.004

Negueruela, E. (2003). A Sociocultural Approach to Teaching and Researching Second Languages: Systemic-Theoretical Instruction and Second Language Development. Unpublished PhD thesis. The Pennsylvania State University, University Park, PA. https://doi.org/10.16953/deusbed.74839

Negueruela, E. and Lantolf, J. P. (2006). Concept-based instruction and the acquisition of L2 Spanish. In R. Salaberry and B. A. Lafford (eds.), The Art of Teaching Spanish Second Language Acquisition from Research to Praxis, 79–102. Washington, D. C.: Georgetown University Press.

Niemeier, S. and Reif, M. (2008). Making progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom. In S. De Knop and T. De Rycker (eds.), Cognitive Approaches to Pedagogical Grammar, 325–356. New York: Mouton De Gruyter.

Poehner, M. E. and Infante, P. (2017). Mediated development: A Vygotskian approach to transforming second language learner abilities. TESOL Quarterly, 51(2): 332–357. https://doi.org/10.1002/tesq.308

Radden, G. and Dirven, R. (2007). Cognitive English Grammar. Amsterdam: John Benjamins.

Reif, M. (2010). Making Progress Simpler?: Applying Cognitive Grammar to Tense-Aspect Teaching. Frankfurt: Peter Lang.

Richards, J. C. and Rodgers, T. S. (1986). Approaches and Methods in Language Teaching (2nd ed). Cambridge: Cambridge University Press.

Robinson, P., Mackey, A., Gass, Susan, M. and Schmidt, R. (2012). Attention and awareness in second language acquisition. In S. Gass and A. Mackey (eds.), The Routledge Handbook of Second Language Acquisition, 247–267. New York: Routledge.

Roehr, K. (2008). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29(2): 173–199. https://doi.org/10.1093/applin/amm037

Ryding, K. C. (2005). A Reference Grammar of Modern Standard Arabic. Cambridge University Press.

Ryding, K. C. (2014). Arabic: A Linguistic Introduction. Cambridge UK: Cambridge University Press.

Sabbah, S. S. (2015). Negative transfer: Arabic language interference to learning English. Arab World English Journal (AWEJ), 4: 269–288.

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

Syed, M. and Nelson, S. C. (2015). Guidelines for establishing reliability when coding narrative data. Emerging Adulthood, 3(6): 375–387. https://doi.org/10.1177/2167696815587648

Talyzina, N. F. (1981). The Psychology of Learning: Theories of Learning and Programmed Instruction. Moscow: Progress Publishers.

The Fruit Book. (2007). In IELTS Reading Recent Actual Test 2007–2011.

Travel Books. (2011). In IELTS Reading Recent Actual Test 2007–2011.

Ur, P. (1988). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: Cambridge University Press.

Yáñez-Prieto, M.-C. (2008). On Literature and The Secret Art of (Im)Possible Worlds: Teaching Literature Through Language. Unpublished PhD thesis. University Park, PA: The Pennsylvania State University.

van Compernolle, R. A. (2018). Learning the sociopragmatics of an artificial language: Comparing rule-based and concept-based instruction. Language and Sociocultural Theory, 5(1): 1–20. https://doi.org/10.1558/lst.33770

VanPatten, B. (2015). Input Processing in Adult Second Language Acquisition. In B. VanPatten and J. Williams (eds.), Theories in Second Language Acquisition: An Introduction (2nd ed.), 113–134. New York: Routledge.

Vygotsky, L. S. (1987). The Collected Works of L. S. Vygotsky. Volume 1: Problems of General Psychology, Including the Volume Thinking and Speech. R. W. Rieber and A. S. Carton (eds.). New York: Plenum.

Downloads

Published

2022-07-20

How to Cite

Benhamlaoui, M., & Gánem-Gutiérrez, G. A. (2022). A Classroom Application of Concept-Based Language Instruction (C-BLI). Language and Sociocultural Theory, 9(1), 1–33. https://doi.org/10.1558/lst.21349

Issue

Section

Articles