2008 CONCEPTIONS OF L2 GRAMMAR: THEORETICAL APPROACHES AND THEIR APPLICATION IN THE L2 CLASSROOM A conceptual approach to promoting L2 grammatical development: Implications for language program directos

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

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bitstream:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69662/1/2008_09.pdf
bitstream_txt:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69662/2/2008_09.pdf.txt
collection:
2008 CONCEPTIONS OF L2 GRAMMAR: THEORETICAL APPROACHES AND THEIR APPLICATION IN THE L2 CLASSROOM
contributor.author:
Negueruela, Eduardo
date.accessioned:
2020-12-14T23:13:39Z
date.available:
2020-12-14T23:13:39Z
date.issued:
2008-01-01
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.
description.provenance:
Made available in DSpace on 2020-12-14T23:13:39Z (GMT). No. of bitstreams: 1 2008_09.pdf: 469882 bytes, checksum: ec59374c2112eed9850ab490abdf2398 (MD5) Previous issue date: 2008-01-01
endingpage:
171
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
identifier.uri:
http://hdl.handle.net/10125/69662
publisher:
Heinle Cengage Learning
site_url:
/item/246
startingpage:
151
title:
A conceptual approach to promoting L2 grammatical development: Implications for language program directos
type:
Article
type.dcmi:
Text
volume:
2008