چکیده:
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.
خلاصه ماشینی:
<H1>Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners</H1> <H5>Ali Mohammad Fazilatfar</H5> Associate Professor of Applied Linguistics, Yazd University, Iran <H5>Ali Akbar Jabbari</H5> Associate Professor of Applied Linguistics, Yazd University, Iran <H5>Rezvan Harsij</H5> Ph. D.
Candidate of TEFL, Yazd University, Iran Received: December 19, 2016; Accepted: April 20, 2017 Abstract 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.
Against this backdrop, the present study sought to examine the role of CBI as a pedagogical approach in teaching cognitive grammar-based (CG- based) concepts of tense and aspect to EFL students.
In this regard, the current study exploits a very strong conceptual orientation from findings of cognitive grammar (CG) in the pedagogical framework introduced by Gal‟perin in his CBI to teach English grammatical points to teenager EFL learners with low language proficiency.
Does the CBI implemented in this study help learners deepen their understanding of the grammatical concepts of tense and aspect in English?
2. Does the CBI implemented in this study help learners improve in the use of English tense/aspect and perform better than those who receive the traditional type of instruction?
It might be argued that the students at this level are not cognitively ready to receive complex conceptual knowledge, yet Vygotsky (1986) suggests that cognitive development is the result of the internalization of language and that concepts presented as a whole will make the difference in the process of development.