Please use this identifier to cite or link to this item:
A conceptual approach to promoting L2 grammatical development: Implications for language program directos
|Title:||A conceptual approach to promoting L2 grammatical development: Implications for language program directos|
|Date Issued:||01 Jan 2008|
|Publisher:||Heinle Cengage Learning|
|Citation:||Negueruela, E. (2008). A conceptual approach to promoting L2 grammatical development: Implications for language program directos. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 151-171. http://hdl.handle.net/102015/69662|
|Abstract:||Based on Vygotsky’s theory of concept development (Vygotsky,1986) and|
Gal’perin’s (1992) systemic–theoretical instruction (STI), it is argued that second language (L2) development, and specifically the teaching of L2 grammar, should be constructed and defined as a conceptual process.The central moment in L2 development is the use of the concept (i.e., meaning categories) as a tool for learner understanding. L2 pedagogical activities should emerge from this fundamental principle.This chapter outlines four basic pedagogical principles for instantiating a conceptual approach for the teaching of L2 grammar. First, the notion of pedagogical grammar is situated and defined in connection to prescriptive, descriptive, metalinguistic, and linguistic grammars.Next, a conceptual
approach is proposed based on finding pedagogical activities and classroom
dynamics that foster “semantic reflection”—that is, thinking through
concepts, and not just about concepts. Instead of teachers presenting grammatical issues, such as the numerous rules for the use of Spanish definite and indefinite articles, conceptual categories should be the basis for teaching the meaning of grammar.A conceptual approach to teaching grammar leads to the internalization of a more sophisticated semantic understanding of grammatical meanings, thereby promoting learners’ ability to use effectively and creatively
relevant grammatical features in spontaneously produced written and oral discourse.
|Appears in Collections:||
2008 CONCEPTIONS OF L2 GRAMMAR: THEORETICAL APPROACHES AND THEIR APPLICATION IN THE L2 CLASSROOM|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.