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

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.