How concept-based language instruction works in teaching thinking for speaking in an L2

Abstract

Abstract This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Spanish learners of L2 English changed as a result of Concept-Based Language Instruction. Learners’ pretest narrations showed primarily L1 patterns with some intermittent L2 TFS patterns. Following instruction, learners showed a shift to more L2 TFS patterns both linguistically and crucially gesturally, including the use of manner verbs, accumulation of path components within a single clause along with multiple path gestures, and boundary crossing gestures. These findings indicate that explicit Concept-Based Language Instruction is able to produce changes in TFS patterns that have not been possible even with extensive immersion.