Language and Sociocultural Theory最新文献_第3页

Teaching Subjective Construal and Related Constructions with SCOBAs 运用SCOBAs进行主观解释及相关构式教学

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Language and Sociocultural Theory Pub Date : 2021-06-10 DOI: 10.1558/LST.19036

Kyoko Masuda, A. Ohta

引用次数: 2

Conceptual Mediation through Translinguistic SCOBAs within C-BLI for Adult Learners of German 成人德语学习者通过C-BLI中的跨语言SCOBA进行概念中介

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Language and Sociocultural Theory Pub Date : 2021-05-20 DOI: 10.1558/LST.19038

F. Sánchez, Eva Surribas, Yolanda Menjibar

{"title":"Conceptual Mediation through Translinguistic SCOBAs within C-BLI for Adult Learners of German","authors":"F. Sánchez, Eva Surribas, Yolanda Menjibar","doi":"10.1558/LST.19038","DOIUrl":"https://doi.org/10.1558/LST.19038","url":null,"abstract":"This article discusses conceptual mediation through translinguistic SCOBAs: mediation tools that allow learners to move from their spontaneous linguistic knowledge to an organized, theoretical knowledge and to explain a given concept with respect to both the learners’ additional languages (ALs) and their L1. Translinguistic SCOBAs are used within the Integrated Plurilingual Approach (IPA) (Esteve et al. 2017), which draws on Concept-based Language Instruction (C-BLI). The IPA blends communicative and reflective activities in didactic sequences, in which conceptual mediation leads to translinguistic conceptualization. Conceptual mediation aims to help learners to appropriate concepts that are contrastively relevant. Translinguistic conceptualization unfolds through a gradual enrichment of the learners’ initial Orienting Basis of an Action (OBA) by means of four reflective activities: preliminary learner reflection, relevant contrastive analysis for raising conceptual awareness, joint completion and use of a systematizing translinguistic SCOBA, and retrospective learner reflection. This group of activities was developed within two IPA-based didactic sequences that were designed separately: (1) the grammatical concept ‘verbal aspect’ within personal narratives and (2) the socio-pragmatic concept ‘distancing’ within a set of interrelated oral and written genres. Each sequence was framed within a course of German as an AL taught at a different level (beginners and advanced) to adult learners with Spanish or Catalan as L1 and English as their first AL. The learners’ verbalized reflections during both sequences show that the reflective process of conceptual mediation with translinguistic SCOBAs, carried out through the four activities, proved useful in promoting perceived concept appropriation. ","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43969340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Domain-Based Figurative Expressions 基于领域的形象表达教学

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Language and Sociocultural Theory Pub Date : 2021-05-06 DOI: 10.1558/LST.19040

Tianfang Wang, Yingliang He

引用次数: 0

Application of a SCOBA in Educational Praxis of L2 Written Argumentative Discourse SCOBA在第二语言书面议论文篇教学实践中的应用

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Language and Sociocultural Theory Pub Date : 2021-04-30 DOI: 10.1558/LST.19037

A. Hadidi

{"title":"Application of a SCOBA in Educational Praxis of L2 Written Argumentative Discourse","authors":"A. Hadidi","doi":"10.1558/LST.19037","DOIUrl":"https://doi.org/10.1558/LST.19037","url":null,"abstract":"The purpose of this study was to examine if and the way in which a central argumentative discourse schema, as a cognitive tool, was appropriated by an English language learner. There has been little research on the development of L2 written argumentative discourse after a period of instruction and no study, to my knowledge, examining and detailing a systematic pedagogy for L2 learners. Grounded in both C-BLI (concept-based language instruction) and cognitive-process theory of writing (Bereiter and Scardamlaia, 1987), the present study details the appropriation of a central Toulmin (1958/2003) SCOBA, ‘schema for complete orientating basis of an action,’ (Gal’perin, 1989: 70) to mediate the cognitive processes leading to the production of texts that feature argumentative discourse features. The central Toulmin SCOBA and the text generation artifacts that were (co-) constructed during C-BLI will be examined and evidence will be provided for the effectiveness of the SCOBA. There will be a theoretical and empirical discussion of how the SCOBA and its related artifacts made the-rule-of thumb (Negueruela, 2003) and amorphous idea (Vygotsky, 1986) of thesis-support scientific and discrete. In order to guide the teaching-learning of written argumentative discourse, the cognitive processes of writing were conceptualized as mental actions (Gal’perin, 1989). The findings indicate that the learner’s cognitive processes of composing and the quality of his texts improved during and after instruction.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43451105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Conceptualization and Orientation in Concept-based Language Instruction 概念型语言教学中的概念化与定向

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Language and Sociocultural Theory Pub Date : 2021-04-20 DOI: 10.1558/LST.19041

Benjamin J. White, G. A. Gánem-Gutiérrez, M. Schulze

引用次数: 0

Meaningfully Designing and Implementing SCOBAs in Socioculturally-based L2 Teacher Education Programs 在基于社会的二语教师教育项目中有意义地设计和实施SCOBA

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Language and Sociocultural Theory Pub Date : 2021-04-20 DOI: 10.1558/LST.18398

O. Esteve, Laura Farró, Conchi Rodrigo, Elena Verdía

{"title":"Meaningfully Designing and Implementing SCOBAs in Socioculturally-based L2 Teacher Education Programs","authors":"O. Esteve, Laura Farró, Conchi Rodrigo, Elena Verdía","doi":"10.1558/LST.18398","DOIUrl":"https://doi.org/10.1558/LST.18398","url":null,"abstract":"In recent years, the adoption of a socioculturally based perspective on teacher development has led to significant advances in L2 teacher education (Esteve, 2018a; Lantolf and Esteve, 2019; Johnson, 2009; Johnson and Golombek, 2016; Negueruela, 2011). The authors’ practice-based research over the past ten years on the impact of socioculturally based formative interventions on teacher professional development has shown that conceptual mediation through SCOBAs enables (student) teachers to gain new ways of thinking and acting in the classroom (Esteve, 2018a; Esteve, Fernández and Bes, 2018; Lantolf and Esteve, 2019). Conceptual mediation consists of promoting a dialectic relationship between everyday concepts and scientific concepts, and more specifically between everyday concepts and core concepts. Core concepts are the scientific concepts informing the socioculturally based perspective of language teaching and learning that are to be appropriated by the (student) teachers throughout the formative interventions. After being introduced to core concepts, (student) teachers progressively appropriate them throughout a structured mediational process, a process that enables them to informedly design and carry out, from their own agency, purposeful, pedagogically valid classroom practices. \u0000 \u0000The article specifically seeks to answer the following questions that are often posed by teacher educators willing to adopt a sociocultural perspective in their formative interventions: 1) how to select the scientific concepts for SCOBA-driven formative interventions; 2) how to design SCOBAs and 3) how to facilitate the appropriation of the selected concepts so that they become psychological tools. To this end, the article focuses on the criteria guiding the selection of core concepts, as well as on the tools that help (student) teachers to apprehend them and, by that means, to develop new ways of thinking and acting. \u0000 ","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Sociocultural Theory and L2 Learning 社会文化理论与二语学习

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.19401

Jinfen Xu, Zaibo Long

引用次数: 7

A Concept-based Approach to the Instruction of the Chinese ba-construction 基于概念的汉语构词教学

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.38768

Haiyang Ai

{"title":"A Concept-based Approach to the Instruction of the Chinese ba-construction","authors":"Haiyang Ai","doi":"10.1558/LST.38768","DOIUrl":"https://doi.org/10.1558/LST.38768","url":null,"abstract":"This study explores a concept-based instruction approach to promoting second languagedevelopment of the ba-construction, a known difficult area, by six collegelevelEnglish learners of Chinese in a two-month enrichment program. We developedSCOBAs to explain the syntactic, semantic, and pragmatic constraints of the baconstruction,as well as its similarities and differences from the canonical Subject-Verb-Object (SVO) and topicalization Object-Subject-Verb (OSV) word orders. Theparticipants’ productive use of the construction was assessed with two translations(one on paper and one on the computer) and a cartoon description task followinga pretest, posttest, and delayed posttest format. Semi-structured interviews and theparticipants’ verbalization data were also collected. By comparing the participants’gain scores in relation to maximum possible scores, we found that the participants had made large gains throughout the study and retained much of the gain two weeks after the posttest. The microgenetic analyses of the participants’ production data showed improvement in the use of resultative verb compound, perfective marker–le, and the placement of directional particles. Finally, the verbalizations data indicated improvement in conceptual understanding of the ba-construction in terms of its scope, i.e., not just the physical placement of objects, but the accentuation of the results of the verbal action.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43874105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Language Program Reintegration After Study Abroad 留学后语言课程的再融合

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.38324

Sheng-Hsun Lee

引用次数: 0

Interacting with SCOBAs in a Genre-based Approach to Italian as a FL 以一种基于流派的方法与SCOBA互动，将意大利语作为外语

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.31180

L. Fernández, Richard Donato

引用次数: 3