Verbalisation as a mediational tool for understanding tense-aspect marking in english: An application of concept-based instruction

Language Awareness

Volumn 20, Issue 2, 2011, Pages 99-119

  Gánem Gutiérrez, Gabriela Adela ^a   Harun, Haliza ^a  

^a UNIVERSITY OF ESSEX   (United Kingdom)

Author keywords

Concept based instruction; Efl; Language awareness; Microgenetic analysis; Pedagogical grammar; Sociocultural theory

Indexed keywords

EID: 80051582985     PISSN: 09658416     EISSN: 17477506     Source Type: Journal    
DOI: 10.1080/09658416.2010.551125     Document Type: Article

References (59)

1. Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54, 314-342.
2. Aronson, E., Wilson, T.D., & Akert, R.M. (2005). Social psychology (5th ed.). Upper Saddle River, NJ: Pearson Education International.
3. Brooks, L., & Swain, M. (2009). Languaging in collaborative writing: Creation of and response to expertise. In A. Mackey&C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 58-89). New York: Routledge.
4. Buckwalter, P. (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study. Modern Language Journal, 85(3), 380-397.
5. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: ESL/EFL teacher's course (2nd ed.). Boston: Heinle & Heinle.
6. Comrie, B. (1976). Aspect. Cambridge: Cambridge University Press.
7. De Guerrero, M.C.M., & Villamil, O.S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revisions. Modern Language Journal, 84, 51-68.
8. DiCamilla, F.J., & Antón, M. (1997). Repetition in the collaborative discourse of L2 learners: A Vygotskian perspective. The Canadian Modern Language Review, 53, 609-633.
9. Ellis, R. (2006a). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83-107.
10. Ellis, R. (2006b). Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27, 431-463.
11. 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 (pp. 251-280). Mahwah, NJ: Lawrence Erlbaum.
12. Frawley, W. (1992). Linguistic semantics. Hillsdale, NJ: Lawrence Erlbaum.
13. Gal'perin, P.I. (1969). Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology (pp. 249-273). New York: Basic Books.
14. Gánem-Gutiérrez, G.A. (2003). Beyond interaction: The study of collaborative activity in computermediated tasks. ReCALL, 15(1), 94-112.
15. Gánem-Gutiérrez, G.A. (2006). Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity. ReCALL, 18(2), 230-251.
16. Gánem-Gutiérrez, G.A. (2008). Microgenesis, method and object: A study of collaborative activity in a Spanish as a foreign language classroom. Applied Linguistics, 29(1), 120-148.
17. Gánem-Gutiérrez, G.A. (2009). Repetition, use of L1, and reading aloud as mediational mechanisms during collaborative activity at the computer. Computer Assisted Language Learning, 22(4), 323-348.
18. Gánem-Gutiérrez, G.A.,& Roehr, K. (forthcoming).Use of L1,metalanguage, and discourse markers: A window into the regulatory processes of L2 learners during individual task performance. International Journal of Applied Linguistics.
19. Garcia, P., & Asención, Y. (2001). Interlanguage development of Spanish learners: Comprehension, production, and interaction. The Canadian Modern Language Review, 57, 377-401.
20. Garret, N. (1986). The problem with grammar: What kind can the language learner use? Modern Language Journal, 70(2), 133-148.
21. Housen, A. (2002). The development of tense-aspect in English as a second language and the variable influence of inherent aspect. In R. Salaberry&Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 155-198). Amsterdam: Benjamins.
22. Huddleston, R. (1984). Introduction to the grammar of English. Cambridge: Cambridge University Press.
23. Kennedy, G. (2003). Structure and meaning in English: A guide for teachers. Harlow: Pearson Longman.
24. Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20(1), 23-49.
25. Lantolf, J.P. (2000). Introducing sociocultural theory. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford: Oxford University Press.
26. Lantolf, J.P. (2008). Praxis and classroom L2 development. Estudios de Ling̈úistica Inglesa Aplicada, 8, 13-44.
27. Lantolf, J.P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex.
28. Lantolf, J.P., & Beckett, T.G. (2009). Research timeline: Sociocultural theory and second language acquisition. Language Teaching, 4(42), 459-475.
29. Lantolf, J.P., & Poehner, M.E. (Eds.). (2008). Sociocultural theory and the teaching of second languages. London: Equinox Press.
30. Lantolf, J.P., & Thorne, S.L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
31. Lapkin, S., Swain, M., & 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 & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 228-55). London: Equinox Press.
32. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston, MA: Heinle & Heinle.
33. Lee, L. (2008). Focus-on-form through collaborative scaffolding in expert-to-novice online interaction. Language Learning & Technology, 12(3), 53-72.
34. Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10, 297-327.
35. McCafferty, S.G. (1994). The use of private speech by adult ESL learners at different levels of proficiency. In J.P. Lantolf&G.Appel (Eds.), Vygotskian approaches to second language research (pp. 117-134). Norwood, NJ: Ablex.
36. McLaughlin, B. (1987). Theories of second-language acquisition. London: Edward Arnold.
37. Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J.P. Lantolf & M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 189-227). London: Equinox Press.
38. Negueruela, E., & Lantolf, J. (2006). Concept-Based Instruction and the acquisition of L2 Spanish. In R. Salaberry & B.A. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 79-102). Washington, DC: Georgetown University Press.
39. Niemeier, S., & Reif, M. (2008). Making progress simpler? Applying cognitive grammar to tenseaspect teaching in the German EFL classroom. In S. De Knop & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar (pp. 325-356). Berlin/New York: Mouton de Gruyter.
40. Ohta, A.S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.
41. Radden, G., & Dirven, R. (2007). Cognitive English grammar. Amsterdam: John Benjamins.
42. Roebuck, R. (2000). Subjects speak out: How learners position themselves in a psycholinguistic task. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 79-95). Oxford: Oxford University Press.
43. Roehr, K. (2008). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29(2), 173-199.
44. Schiffrin, D. (1987). Discourse markers. Cambridge: Cambridge University Press.
45. Schiffrin, D. (2006). Discourse marker research and theory: Revisiting 'and'. In K. Fischer (ed.), Approaches to discourse particles (pp. 315-338). Oxford: Elsevier.
46. Storch, N. (2001).Howcollaborative is pairwork? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 29-53.
47. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
48. Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London: Continuum.
49. Swain, M. (2010). 'Talking-it-through': Languaging as a source of leaning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112-130) Oxford: Oxford University Press.
50. Swain, M., & Lapkin, S. (1982). Evaluating bilingual education: A Canadian case study. Clevedon: Multilingual Matters.
51. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.
52. Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. Modern Language Journal, 93, 6-30.
53. Tocalli-Beller, A., & Swain, M. (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, 15, 5-29.
54. Travis, C.E. (2006). The natural semantic metalanguage of discourse markers. In K. Fischer (Ed.), Approaches to discourse particles (pp. 219-242). Amsterdam: Elsevier.
55. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
56. Vygotsky, L.S. (1987). The genetic roots of thinking and speech. InR.W. Reiber&A.S. Carton (Eds.), The collected works of L.S. Vygotsky (Vol. 1). Problems of general psychology (pp. 101-120). New York: Plenum Press.
57. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
58. Whitley, M.S. (2002). Spanish/English contrasts. A course in Spanish linguistics. Washington, DC: Georgetown University Press.
59. Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100.