Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners
The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific con...
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2017-06-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_8422_9c9bb05bccadbe7e39a98aa8208173f7.pdf |
| _version_ | 1797378161210556416 |
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| author | Ali Fazilatfar Ali Akbar Jabbari Rezvan Harsij |
| author_facet | Ali Fazilatfar Ali Akbar Jabbari Rezvan Harsij |
| author_sort | Ali Fazilatfar |
| collection | DOAJ |
| description | The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 structures. To this end, over the course of eight weeks 28 third grade middle school students (14 years old) received the concepts in the CBI framework and 30 third grade middle school students received a traditional type of instruction. There were three sets of data including definition of the concepts of tense and aspect before and after CBI, concept verbalization data during CBI, written discourse performance plus responses to a set of grammatical questions before and after CBI. It was found that although both groups improved significantly after receiving the instruction, the students who received CBI performed significantly better than those in the traditional group. The students who received CBI also produced a significant definition of the concepts and their written discourse performance and responses to the grammatical questions improved after CBI. The result provides insight into the application of scientific concepts in L2 instruction. |
| first_indexed | 2024-03-08T20:03:44Z |
| format | Article |
| id | doaj.art-137386f8f32f46abbd6e3a8c85603f11 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:03:44Z |
| publishDate | 2017-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-137386f8f32f46abbd6e3a8c85603f112023-12-23T10:46:53ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942017-06-016117914510.22054/ilt.2017.84228422Concept-based Instruction and Teaching English Tense and Aspect to Iranian School LearnersAli Fazilatfar0Ali Akbar Jabbari1Rezvan Harsij2Associate Professor of Applied Linguistics, Yazd University, IranAssociate Professor of Applied Linguistics, Yazd University, IranPh.D. Candidate of TEFL, Yazd University, IranThe present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 structures. To this end, over the course of eight weeks 28 third grade middle school students (14 years old) received the concepts in the CBI framework and 30 third grade middle school students received a traditional type of instruction. There were three sets of data including definition of the concepts of tense and aspect before and after CBI, concept verbalization data during CBI, written discourse performance plus responses to a set of grammatical questions before and after CBI. It was found that although both groups improved significantly after receiving the instruction, the students who received CBI performed significantly better than those in the traditional group. The students who received CBI also produced a significant definition of the concepts and their written discourse performance and responses to the grammatical questions improved after CBI. The result provides insight into the application of scientific concepts in L2 instruction.https://ilt.atu.ac.ir/article_8422_9c9bb05bccadbe7e39a98aa8208173f7.pdfconcept-based instructionexplicit rule-based instructionlanguage developmentgrammar instructioncognitive grammar |
| spellingShingle | Ali Fazilatfar Ali Akbar Jabbari Rezvan Harsij Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners Issues in Language Teaching concept-based instruction explicit rule-based instruction language development grammar instruction cognitive grammar |
| title | Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners |
| title_full | Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners |
| title_fullStr | Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners |
| title_full_unstemmed | Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners |
| title_short | Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners |
| title_sort | concept based instruction and teaching english tense and aspect to iranian school learners |
| topic | concept-based instruction explicit rule-based instruction language development grammar instruction cognitive grammar |
| url | https://ilt.atu.ac.ir/article_8422_9c9bb05bccadbe7e39a98aa8208173f7.pdf |
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