Can Concept-Based Language Instruction Change Beginning Learners’ Aspectual Development?: Preliminary Experimental Evidence that Novice Learners Taught Boundedness Are Less Influenced by Lexical Aspect

Kissling, Elizabeth Maria

doi:10.22049/jalda.2023.27948.1447

Document Type : Research Article

Author

Elizabeth Maria Kissling

Associate Professor of Spanish and Applied Linguistics, Department of Latin American, Latino & Iberian Studies, University of Richmond, Richmond, Virginia, United States of America, https://orcid.org/0000-0003-0359-496X

https://doi.org/10.22049/jalda.2023.27948.1447

Abstract

Concept-Based Language Instruction (C-BLI) is rooted in Vygotskian sociocultural theories (SCT) of learning and modeled after Systemic Theoretical Instruction. Investigations of C-BLI have reported positive instructional outcomes such as increased conceptual awareness and control for a variety of targeted concepts in a variety of languages, including aspect in Spanish. This study followed suit, by exposing novice Spanish learners (n = 26) to the concept of viewpoint aspect as a matter of boundedness. It also directly tested the learners’ ability to form nonprototypical associations between preterite-imperfect morphology and lexical aspectual categories, which is the kind of learner development most of interest to scholars working in semantic theoretical perspectives outside of SCT such as the Aspect Hypothesis (AH). Comparisons with corpus data (n = 75) suggested that the C-BLI learners were able to use the Spanish preterite and imperfect non-prototypically, more like advanced learners than novices. The results suggest that C-BLI can facilitate aspectual development applied to disassociating viewpoint aspect from lexical aspect. It is argued that C-BLI and other approaches rooted in SCT principles could be enriched by engaging with new ways of examining learner development, and thereby perhaps garner the interest of scholars working outside of SCT. It is further argued that research on the AH could be enriched by considering data that elucidates effects of specific instructional approaches.

Keywords

Main Subjects

Social issues in language learning

Article Title [Persian]

اثر آموزش زبان مبتنی بر مفهوم بر یادگیری «نگره» توسط زبان‌آموزان مبتدی: شواهد تجربی مقدماتی مبنی بر اثرپذیری کمتر آموزش مفهوم «بی‌کرانگی» به زبان‌آموزان مبتدی از نگرۀ واژگانی

Author [Persian]

الیزابت کیسلینگ

دانشیار زبان اسپانیایی و زبانشناسی کاربردی، گروه مطالعات آمریکای لاتین، دانشگاه ریچموند، ویرجینیا، ایالات متحده آمریکا

Abstract [Persian]

آموزش زبان مبتنی بر مفهوم (C-BLI) ریشه در نظریه یادگیری اجتماعی-فرهنگی ویگوتسکی (SCT) دارد و بر اساس آموزش نظری سیستمی مدلسازی شده است. مطالعات بر روی آموزش زبان مبتنی بر مفهوم حاکی از اثرات آموزشی مثبتی مانند افزایش آگاهی مفهومی و تسلط بر انواع مفاهیم هدف در زبان های مختلف، از جمله نگره در زبان اسپانیایی است. با هدف یافتن شواهدی در این زمینه، در تحقیق حاضر زبانآموزان مبتدی زبان اسپانیایی (تعداد 26 نفر) با مفهوم نگرۀ دیدگاه به عنوان یک مفهوم دستوری مربوط به بیکرانگی آموزش داده شدند. همچنین توانایی فراگیران برای ایجاد ارتباط‌های غیرمعمول بین ریخت‌شناسی تقدم-ناکامل و مقوله‌های نگره واژگانی بطور مستقیم مورد سنجش قرار گرفت. این نوع از یادگیری بیشتر مورد علاقۀ محققانی است که عمدتاً قائل به دیدگاه‌های نظری معناشناختی خارج از حوزۀ نظریه یادگیری اجتماعی-فرهنگی همچون «فرضیه نگره» (AH) هستند. مقایسه داده‌های پیکره (75 = n) نشان داد که زبان‌آموزان آموزش دیده بر اساس آموزش زبان مبتنی بر مفهوم بر خلاف انتظار ‌توانستند مفاهیم دستوری پیش سویگی و ناکاملی را بیشتر شبیه کاربران پیشرفته زبان اسپانیایی استفاده کنند تا زبان آموزان مبتدی. نتایج نشان می‌دهد که آموزش زبان مبتنی بر مفهوم موجب تسهیل یادگیری آن بخش از مفهوم نگره میگردد که در تفکیک نگرۀ دیدگاه و نگرۀ واژگانی کاربرد دارد. چنین برداشت میشود که تلفیق آموزش زبان مبتنی بر مفهوم و سایر رویکردهایی که ریشه در نظریۀ اجتماعی-فرهنگی دارند، با روشهای نوین یادگیری موجب غنای این نظریه و در نتیجه جلب علاقۀ محققان خارج از نظریه فرهنگی-اجتماعی شود. همچنین استدلال می‌شود که تحقیقات پیرامون فرضیۀ نگره را می‌توان با در نظر گرفتن داده‌هایی که اثرات رویکردهای آموزشی خاص را روشن می‌کند، غنی‌تر نمود.

Keywords [Persian]

آموزش زبان مبتنی بر مفهوم
آموزش مبتنی بر مفهوم
نگره
فرضیه نگره
پیش‌سویه و ناکامل

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Can Concept-Based Language Instruction Change Beginning Learners’ Aspectual Development?: Preliminary Experimental Evidence that Novice Learners Taught Boundedness Are Less Influenced by Lexical Aspect

References

References

Volume 11, Issue 2
Special Issue
October 2023

Can Concept-Based Language Instruction Change Beginning Learners’ Aspectual Development?: Preliminary Experimental Evidence that Novice Learners Taught Boundedness Are Less Influenced by Lexical Aspect

References

References

Volume 11, Issue 2Special IssueOctober 2023

Volume 11, Issue 2
Special Issue
October 2023