Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction

Gánem-Gutiérrez, Gabriela Adela; Harun, Haliza

doi:10.1080/09658416.2010.551125

Cited by 27 publications

(15 citation statements)

References 29 publications

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“…The conceptual definition of the English tense and aspect system and the accompanying representations are derived from the work of Radden and Dirven (), Ganam‐Gutierrez and Harun (), Langacker (), and Fauconnier (). This research approaches tense and aspect as a system for situating events and actions from a recalled point perspective.…”

Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

“…This research approaches tense and aspect as a system for situating events and actions from a recalled point perspective. The concepts of tense and aspect are integrated into a single diagrammatic illustration (Figure ), which was adopted from the work of Ganam‐Gutierrez and Harun () and Radden and Dirven (). Tense refers to the speaker or writer's perspective of time when viewing an action or event.…”

Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

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Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

Poehner

Infante

2016

TESOL Q

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The authors point to systemic‐theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theory–practice relation envisioned by Vygotsky (). This article proposes an interactional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept‐based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuerstein (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator–learner interactions from an STI program to teach the English tense‐aspect system in a university‐level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.

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Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

Poehner

Infante

2016

TESOL Q

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“…Additionally, the manifestation of Analysis and Integration Languaging Units in the learners' metalanguage also indicated sophisticated reasoning patterns that learners employed in expounding their metalinguistic knowledge during the verbalisation activity. Accordingly, the employment of various type of languaging units revealed how the articulated metalanguage helped to support learners' conceptual understandings as well as how it helped them to manage the task at hand (Gánem-Gutiérrez, 2008, 2009Gánem-Gutiérrez & Harun, 2011). The results also corroborate with studies conducted by Swain and colleagues (2008Swain and colleagues ( , 2009Swain and colleagues ( , 2010, in which talking about the language allowed the learners to "articulate and transform their thinking into an artificial form" (Swain & Deters, 2007, p.822), and which subsequently made them "available for scrutiny" (Swain, 2000, p.104).…”

Section: Resultsmentioning

confidence: 99%

The Use of Metalanguage Among Second Language Learners to Mediate L2 Grammar Learning

Harun¹,

Abdullah²,

Wahab³

et al. 2018

MJLI

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Purpose-This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology-The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English. The protocols of learners' verbalisation during a Concept-Based Instruction (CBI) language task were analysed to explore how learners used metalanguage to mediate, facilitate and regulate their L2 learning. A microgenetic analysis was conducted to examine how metalanguage was used as a mediating tool by the learners in the actual L2 learning process. It involved an investigation of the language learning instances that occurred in their natural context. Analysis of the protocols was performed using 'Languaging Units' that were based on the 'Languaging Types Framework' proposed by Swain et al. (2009). Additionally, descriptive statistics were employed to measure the

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“…Understandably, language itself (social and private speech) has been at the forefront of investigation; for example, Swain and colleagues have investigated the role of verbalization or, as Swain (2010;2013) puts it, 'languaging' as a mediational tool for understanding. Throughout a substantial body of research they, and others (Donato, 1994;Gánem-Gutiérrez and Harun, 2011;Lapkin, Swain, & Knouzi, 2008;Negueruela & Lantolf, 2006;Swain, Lapkin, Knouzi, Suzuki, & Brooks, 2009) have demonstrated its importance in the (co-) construction of knowledge, particularly for metalinguistic purposes. There is also evidence of the role of semiotic tools such as discourse markers (e.g., and, but, or, oh, now, etc.)…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Expert-novice interaction as the basis for L2 developmental activity

Gánem-Gutiérrez

Gilmore

2018

LST

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This study investigated interaction between an adult EFL university student in Japan and her EFL tutor/researcher while they observed the student's L2 writing event during a stimulated retrospective recall session. Interaction is considered both a methodological instrument to investigate the complex cognitive activity underpinning L2 writing and a pedagogic tool to encourage linguistic-as well as strategic-awareness and change. Informed by Sociocultural theory, this paper argues that interaction which is sensitive to learners' potential development can be a powerful tool to promote the co-construction of L2 knowledge. Data were collected through eye-tracking and real-time screen capture of the writing event and analysed using descriptive statistics and microgenetic multimodal interaction analysis. The paper aims to illustrate the potential value of a mixed-methods, multimodal, design to better understand the dual role of interaction (i) to support development, and (ii) as a methodological instrument to investigate the unfolding history of that development.

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Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction

Cited by 27 publications

References 29 publications

Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

The Use of Metalanguage Among Second Language Learners to Mediate L2 Grammar Learning

Expert-novice interaction as the basis for L2 developmental activity

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