Chapter 5. Conceptual frameworks and L2 pedagogy
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Kimberly Buescher
Abstract
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, à, dans, and en, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
Abstract
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, à, dans, and en, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
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Introduction
- Chapter 1. Usage-inspired L2 instruction 3
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Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
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Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
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Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
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Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
Chapters in this book
- Prelim pages i
- Table of contents vii
- List of contributors xi
- Acknowledgements xvii
-
Introduction
- Chapter 1. Usage-inspired L2 instruction 3
-
Part I. Usage-inspired L2 instruction through three lenses
- Chapter 2. L2 developmental education and systemic theoretical instruction 29
- Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective 55
- Chapter 4. On the relationship between interaction and language learning 75
-
Part II. How effective is usage-inspired L2 instruction?
- Chapter 5. Conceptual frameworks and L2 pedagogy 95
- Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles 117
- Chapter 7. The impact of prior knowledge on second language grammar practice 143
- Chapter 8. Using metacognitive strategies to induce phase shifts 165
- Chapter 9. The role of ‘roles’ in task-design 187
- Chapter 10. Do findings from artificial language learning generalize to second language classrooms? 211
-
Part III. A central role for corpus linguistics in usage-inspired L2 instruction
- Chapter 11. Compounds and productivity in advanced L2 German writing 237
- Chapter 12. A systemic functional linguistic approach to usage-based research and instruction 267
- Chapter 13. Examining multifaceted sources of input 291
-
Conclusion
- Chapter 14. Usage-inspired L2 instruction 315
- Index 323
