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A conceptual approach to promoting L2 grammatical development: Implications for language program directos

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dc.contributor.author Negueruela, Eduardo
dc.date.accessioned 2020-12-14T23:13:39Z
dc.date.available 2020-12-14T23:13:39Z
dc.date.issued 2008-01-01
dc.identifier.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
dc.identifier.uri http://hdl.handle.net/10125/69662
dc.description.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.
dc.publisher Heinle Cengage Learning
dc.title A conceptual approach to promoting L2 grammatical development: Implications for language program directos
dc.type Article
dc.type.dcmi Text
prism.volume 2008
prism.startingpage 151
prism.endingpage 171
Appears in Collections: 2008 CONCEPTIONS OF L2 GRAMMAR: THEORETICAL APPROACHES AND THEIR APPLICATION IN THE L2 CLASSROOM


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