Exploring the effectiveness of concept-based language instruction and SCOBAs in teaching verb-resultative construction to L2 Chinese learners

Michael Li; Huan Huang

doi:10.1515/caslar-2025-0003

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Exploring the effectiveness of concept-based language instruction and SCOBAs in teaching verb-resultative construction to L2 Chinese learners

Michael Li
Michael Li is a senior lecturer in Chinese language at Massey University in New Zealand. His research focuses on the intersection of Teaching Chinese as a Second/Foreign Language (TCSL/TCFL) and instructional technology and design. Specifically, he specializes in second language acquisition in blended learning environments.
und Huan Huang
Huan Huang is a lecturer in the College of Liberal Arts at Shantou University in China. She has a PhD in applied linguistics from Massey University on the topic of willingness to communicate in the Synchronous Chinese online Language Learning context. Her research focuses on second language acquisition, individual differences in language learning, and Chinese online language learning.

Veröffentlicht/Copyright: 22. Mai 2025

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Aus der Zeitschrift Chinese as a Second Language Research Band 14 Heft 1

Abstract

Based on sociocultural theory, this study investigates the impact of concept-based language instruction (C-BLI) on learners’ acquisition of a complex Chinese verb-resultative construction (VRC) and its application in acquiring speaking skills. Using the Scheme of a Complete Orienting Basis of an Action (SCOBA) as a pedagogical diagram and adopting both quantitative and qualitative approaches, this study compares the effects of C-BLI, rule-based language instruction (R-BLI), and no intervention on Chinese learners’ acquisition of grammatical knowledge and skills across proficiency levels. Seventy-two university students participated in the study, with a mixed ANOVA analyzing group, level, and time effects. Qualitative data from reflective journals were also used to complement the analysis. Findings show significant improvements in language knowledge and skill acquisition for both the C-BLI and R-BLI groups, with C-BLI proving particularly effective for beginners and intermediates. This demonstrates the efficacy of C-BLI in fostering language acquisition and enhancing speaking skills, with implications for its integration into L2 instruction, including Teaching Chinese as a Foreign/Second Language (TCFL/TCSL).

提要

本研究以社会文化理论为框架, 考察概念型教学法对学习者习得复杂汉语动补结构的影响, 以及该教学法在口语技能习得方面的应用。本研究以完整行动导向图式作为教学图示, 采用定量与定性相结合的研究方法, 比较了概念型教学法(C-BLI)、规则型教学法(R-BLI)以及无干预这三种情况对不同水平汉语学习者在语法知识和技能习得方面的影响。本研究共纳入72名大学生作为研究对象, 运用三因素混合实验设计, 考察组别、水平和时间等因素所产生的效应。同时, 借助学习者反思日志中的定性数据对研究分析进行补充完善。结果显示, C-BLI和R-BLI组的学习者在语言知识和技能习得方面都得到了显著的提高, 并且C-BLI对初级和中级水平的学习者尤其有效。本研究进一步说明概念型教学法能够更加有效地促进学习者在语言知识和口语技能方面的习得与提高, 更好地实现语言知识向口语技能的转化.

Keywords: concept-based language instruction (C-BLI); scheme of a complete orienting basis of an action (SCOBA); sociocultural theory; teaching Chinese as a foreign/second language (TCSL/TCFL)

关键词: 社会文化理论; 概念型教学法; 对外汉语教学/作为第二语言的汉语教学(TCSL/TCFL); 完整行动导向图式(SCOBA)

Corresponding author: Huan Huang, College of Liberal Arts at Shantou University, 243. Jinping, Shantou 515063, China, E-mail: huanhuang7@stu.edu.cn

About the authors

Michael Li

Michael Li is a senior lecturer in Chinese language at Massey University in New Zealand. His research focuses on the intersection of Teaching Chinese as a Second/Foreign Language (TCSL/TCFL) and instructional technology and design. Specifically, he specializes in second language acquisition in blended learning environments.

Huan Huang

Huan Huang is a lecturer in the College of Liberal Arts at Shantou University in China. She has a PhD in applied linguistics from Massey University on the topic of willingness to communicate in the Synchronous Chinese online Language Learning context. Her research focuses on second language acquisition, individual differences in language learning, and Chinese online language learning.

Acknowledgments

We would like to thank the editors of Chinese as a Second Language Research for their invaluable support, as well as the anonymous reviewers for their invaluable feedback. We acknowledge with gratitude the support provided by the STU Scientific Research Initiation Grant, Shantou University, China, under Grant STF24008T.

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Published Online: 2025-05-22

Published in Print: 2025-05-26

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concept-based language instruction (C-BLI); scheme of a complete orienting basis of an action (SCOBA); sociocultural theory; teaching Chinese as a foreign/second language (TCSL/TCFL)