Japanese and English have substantial typological differences, including different construal patterns. Construal patterns reflect linguistic framing of events, more objectively or more subjectively, depending on whether the speaker is understood as a separate part of the scene or as merged with the scene. English frames events using objective construal more often than subjective construal; Japanese overwhelmingly prefers subjective construal. Understanding construal is critical for Japanese L2 learners, yet overlooked in Japanese pedagogy. This paper considers how SCOBAs (Schema of a Complete Orienting Basis of an Action) can be used in Concept-Based Language Instruction (C-BLI) to teach construal. The first SCOBAs introduced visualize construal concepts; subsequent SCOBAs depict how Japanese subjective construal relates to other constructions, including the non-use of ‘I’, motion verbs, verbs meaning ‘give’, and psychological predicates. We also discuss approaches to promoting internalization of the concepts via a variety of dialogic tasks and application exercises.
{"title":"Teaching Subjective Construal and Related Constructions with SCOBAs","authors":"Kyoko Masuda, A. Ohta","doi":"10.1558/LST.19036","DOIUrl":"https://doi.org/10.1558/LST.19036","url":null,"abstract":"Japanese and English have substantial typological differences, including different construal patterns. Construal patterns reflect linguistic framing of events, more objectively or more subjectively, depending on whether the speaker is understood as a separate part of the scene or as merged with the scene. English frames events using objective construal more often than subjective construal; Japanese overwhelmingly prefers subjective construal. Understanding construal is critical for Japanese L2 learners, yet overlooked in Japanese pedagogy. This paper considers how SCOBAs (Schema of a Complete Orienting Basis of an Action) can be used in Concept-Based Language Instruction (C-BLI) to teach construal. The first SCOBAs introduced visualize construal concepts; subsequent SCOBAs depict how Japanese subjective construal relates to other constructions, including the non-use of ‘I’, motion verbs, verbs meaning ‘give’, and psychological predicates. We also discuss approaches to promoting internalization of the concepts via a variety of dialogic tasks and application exercises.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767191","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}
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.
{"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}
Cognitive Linguistics (CL) and Sociocultural Theory (SCT) complement each other in L2 pedagogy (Lantolf, 2006, 2011; Masuda & Arnett, 2015). In this study, we unite teaching materials informed by cross-linguistic CL studies and SCT pedagogy – namely, concept-based language instruction (C-BLI) – to teach two Chinese-speaking English-as-a-second-language learners figurative expressions in the MORALITY domain and the concept of conceptual metaphor using several SCOBAs (Schemas for Complete Orienting Basis of Action). We provide microgenetic analysis of two case studies, focusing on each participant’s process of internalization and their interaction with SCOBAs during the pre-test, two instructional sessions, and post-test. Both students demonstrated their abilities to draw on the concept of conceptual metaphor to understand figurative speech in English from domains not limited to morality. In the end, we discuss implications on the design and implementation of SCOBAs.
{"title":"Teaching Domain-Based Figurative Expressions","authors":"Tianfang Wang, Yingliang He","doi":"10.1558/LST.19040","DOIUrl":"https://doi.org/10.1558/LST.19040","url":null,"abstract":"Cognitive Linguistics (CL) and Sociocultural Theory (SCT) complement each other in L2 pedagogy (Lantolf, 2006, 2011; Masuda & Arnett, 2015). In this study, we unite teaching materials informed by cross-linguistic CL studies and SCT pedagogy – namely, concept-based language instruction (C-BLI) – to teach two Chinese-speaking English-as-a-second-language learners figurative expressions in the MORALITY domain and the concept of conceptual metaphor using several SCOBAs (Schemas for Complete Orienting Basis of Action). We provide microgenetic analysis of two case studies, focusing on each participant’s process of internalization and their interaction with SCOBAs during the pre-test, two instructional sessions, and post-test. Both students demonstrated their abilities to draw on the concept of conceptual metaphor to understand figurative speech in English from domains not limited to morality. In the end, we discuss implications on the design and implementation of SCOBAs.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41628313","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}
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.
{"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}
Benjamin J. White, G. A. Gánem-Gutiérrez, M. Schulze
{"title":"Conceptualization and Orientation in Concept-based Language Instruction","authors":"Benjamin J. White, G. A. Gánem-Gutiérrez, M. Schulze","doi":"10.1558/LST.19041","DOIUrl":"https://doi.org/10.1558/LST.19041","url":null,"abstract":"","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":"48331152","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}
O. Esteve, Laura Farró, Conchi Rodrigo, Elena Verdía
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. The 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.
{"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}
This article reviews SCT-informed empirical studies that are centered in East AsiaWe discuss how SCT helped scholars to gain a nuanced understanding of the nature of East Asian learners’ L2 learning (and teaching), and how East Asian scholars have made active contributions to SCT. Specifically, this review uncovers how SCT is used to explain (1) the multifaceted nature of pedagogical and curricular innovation in East Asia; (2) socioculturally organized learner psychology; (3) learning potential afforded by technology; and (4) L2 writing as a complex activity. Moreover, we consider how scholars in East Asia developed and extended SCT, with special attention drawn to the concept of ‘written languaging’. While it is worth noting that most of the research centered in East Asia used SCT as a theoretical lens to understand L2 learning, less has been done on how to employ specific principles and concepts of SCT to organize instructional practices. Therefore, future directions of researching SCT in East Asia are also addressed.
{"title":"Sociocultural Theory and L2 Learning","authors":"Jinfen Xu, Zaibo Long","doi":"10.1558/LST.19401","DOIUrl":"https://doi.org/10.1558/LST.19401","url":null,"abstract":"This article reviews SCT-informed empirical studies that are centered in East AsiaWe discuss how SCT helped scholars to gain a nuanced understanding of the nature of East Asian learners’ L2 learning (and teaching), and how East Asian scholars have made active contributions to SCT. Specifically, this review uncovers how SCT is used to explain (1) the multifaceted nature of pedagogical and curricular innovation in East Asia; (2) socioculturally organized learner psychology; (3) learning potential afforded by technology; and (4) L2 writing as a complex activity. Moreover, we consider how scholars in East Asia developed and extended SCT, with special attention drawn to the concept of ‘written languaging’. While it is worth noting that most of the research centered in East Asia used SCT as a theoretical lens to understand L2 learning, less has been done on how to employ specific principles and concepts of SCT to organize instructional practices. Therefore, future directions of researching SCT in East Asia are also addressed.","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":"42472748","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}
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.
{"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}
This study explores the challenges a language instructor and classroom cohort members encountered in reintegrating study abroad returnees into a US domestic language program. The presence of study abroad returnees in the upper-level, domestic world language class is not exceptional, but language program reintegration remains a neglected topic. Among the few existing studies, reentry is either tangentially addressed or routinely understood through the returnee’s perspectives only. This article presents commentary from a world language instructor and students at home. Triangulated with classroom interactional recordings, the commentary characterizes discursive practices of study abroad returnees, the pedagogical shock they experienced, altered motives upon their return, and consequences of contact with these returnees. For the domestic instructor and classmates, reintegration emerges as sharp dichotomies–language classroom versus study abroad, teacher mediation versus real-life affordances, victimized students at home versus assertive returnees from abroad – which require pedagogical efforts and program support to mitigate.
{"title":"Language Program Reintegration After Study Abroad","authors":"Sheng-Hsun Lee","doi":"10.1558/LST.38324","DOIUrl":"https://doi.org/10.1558/LST.38324","url":null,"abstract":"This study explores the challenges a language instructor and classroom cohort members encountered in reintegrating study abroad returnees into a US domestic language program. The presence of study abroad returnees in the upper-level, domestic world language class is not exceptional, but language program reintegration remains a neglected topic. Among the few existing studies, reentry is either tangentially addressed or routinely understood through the returnee’s perspectives only. This article presents commentary from a world language instructor and students at home. Triangulated with classroom interactional recordings, the commentary characterizes discursive practices of study abroad returnees, the pedagogical shock they experienced, altered motives upon their return, and consequences of contact with these returnees. For the domestic instructor and classmates, reintegration emerges as sharp dichotomies–language classroom versus study abroad, teacher mediation versus real-life affordances, victimized students at home versus assertive returnees from abroad – which require pedagogical efforts and program support to mitigate.","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":"49351681","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}
The purpose of this study is to examine how four adult beginners of Italian as a foreign language used the Schema of a Complete Basis of Action (SCOBA) based on Gal’perin’s pedagogical model during a course of six one-hour lessons. The SCOBA for this course was designed using the Systemic Functional Linguistic concepts of genre and register (field, tenor, and mode) for the typified situation of requesting goods and services during a service encounter in a restaurant. The study investigated students’ perceptions regarding the usefulness of SCOBAs for navigating this context of language use. Data from the students’ talk-in-interaction, interviews, and in class use of the SCOBA were analyzed. It was found that during the course of instruction students used the SCOBA according to their own communicative needs. For example, students used the SCOBA to orient themselves to contextual differences and language choices when register variations of the typified situation were introduced during classroom tasks. Finally, students were able to modify the SCOBA based on classroom instruction and their own insights into the typified situation.
{"title":"Interacting with SCOBAs in a Genre-based Approach to Italian as a FL","authors":"L. Fernández, Richard Donato","doi":"10.1558/LST.31180","DOIUrl":"https://doi.org/10.1558/LST.31180","url":null,"abstract":"The purpose of this study is to examine how four adult beginners of Italian as a foreign language used the Schema of a Complete Basis of Action (SCOBA) based on Gal’perin’s pedagogical model during a course of six one-hour lessons. The SCOBA for this course was designed using the Systemic Functional Linguistic concepts of genre and register (field, tenor, and mode) for the typified situation of requesting goods and services during a service encounter in a restaurant. The study investigated students’ perceptions regarding the usefulness of SCOBAs for navigating this context of language use. Data from the students’ talk-in-interaction, interviews, and in class use of the SCOBA were analyzed. It was found that during the course of instruction students used the SCOBA according to their own communicative needs. For example, students used the SCOBA to orient themselves to contextual differences and language choices when register variations of the typified situation were introduced during classroom tasks. Finally, students were able to modify the SCOBA based on classroom instruction and their own insights into the typified situation.","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":"49339618","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}
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