NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014985
Record Type: Journal
Publication Date: 2013-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1362-1688
Using Concept-Based Instruction in the L2 Classroom: Perspectives from Current and Future Language Teachers
Williams, Lawrence; Abraham, Lee B.; Negueruela-Azarola, Eduardo
Language Teaching Research, v17 n3 p363-381 Jul 2013
A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook's explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that--in some instances and for a variety of reasons--experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners. (Contains 3 tables and 2 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A