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


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




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


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.


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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