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Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction

According to Vygotsky, language serves not only as a tool for communication but also as a psychological tool in developing an individual's cognitive process. From this perspective, the use of language (i.e. L1) provides learners with additional cognitive support in solving second language (L2)...

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Main Authors: Haliza, Harun,, Norhaili, Massari,, Fariza Puteh, Behak,
Format: Conference Paper
Language:en_US
Published: Elsevier Science Bv 2015
Subjects:
Sociocultural-theory
Concept-Based Instruction
grammar teaching
Online Access:http://ddms.usim.edu.my/handle/123456789/9005
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spelling my.usim-90052015-08-07T08:20:36Z Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction Haliza, Harun, Norhaili, Massari, Fariza Puteh, Behak, Sociocultural-theory Concept-Based Instruction grammar teaching According to Vygotsky, language serves not only as a tool for communication but also as a psychological tool in developing an individual's cognitive process. From this perspective, the use of language (i.e. L1) provides learners with additional cognitive support in solving second language (L2) linguistic tasks in an attempt to achieve the desired L2 learning goal. Grounded within the Vygotskian Sociocultural theory of mind (SCT), this paper reports on an investigation of the use of L1 (i.e. Malay language) as a semiotic mechanism in mediating learners' understanding of the English tense-aspect system. The study involved 8 L1 Malay university-level learners of L2 English as they attempted to verbalize their understanding of target tense-aspect concept. Data was drawn from the verbalization protocols obtained by transcribing individual (self-explaining) and dyadic (collaborative interaction) activity during a CBI session. Our findings revealed that L1, manifested through learners' metalanguage, act as a mediational tool to structure and organise thought in helping learners gain a deeper understanding of the target grammatical concept. Analysis of the findings not only supports the Vygotskian view regarding the role of L1 as a regulatory tool in L2 learning but also provide further evidence of the positive role and value of L1 in enabling learners to explore and gain insights of the relationship between form and meaning of the L2. (C) 2014 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. 2015-08-07T08:20:36Z 2015-08-07T08:20:36Z 2014 Conference Paper 1877-0428 http://ddms.usim.edu.my/handle/123456789/9005 en_US Elsevier Science Bv
institution Universiti Sains Islam Malaysia
building USIM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universit Sains Islam i Malaysia
content_source USIM Institutional Repository
url_provider http://ddms.usim.edu.my/
language en_US
topic Sociocultural-theory
Concept-Based Instruction
grammar teaching
spellingShingle Sociocultural-theory
Concept-Based Instruction
grammar teaching
Haliza, Harun,
Norhaili, Massari,
Fariza Puteh, Behak,
Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
description According to Vygotsky, language serves not only as a tool for communication but also as a psychological tool in developing an individual's cognitive process. From this perspective, the use of language (i.e. L1) provides learners with additional cognitive support in solving second language (L2) linguistic tasks in an attempt to achieve the desired L2 learning goal. Grounded within the Vygotskian Sociocultural theory of mind (SCT), this paper reports on an investigation of the use of L1 (i.e. Malay language) as a semiotic mechanism in mediating learners' understanding of the English tense-aspect system. The study involved 8 L1 Malay university-level learners of L2 English as they attempted to verbalize their understanding of target tense-aspect concept. Data was drawn from the verbalization protocols obtained by transcribing individual (self-explaining) and dyadic (collaborative interaction) activity during a CBI session. Our findings revealed that L1, manifested through learners' metalanguage, act as a mediational tool to structure and organise thought in helping learners gain a deeper understanding of the target grammatical concept. Analysis of the findings not only supports the Vygotskian view regarding the role of L1 as a regulatory tool in L2 learning but also provide further evidence of the positive role and value of L1 in enabling learners to explore and gain insights of the relationship between form and meaning of the L2. (C) 2014 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
format Conference Paper
author Haliza, Harun,
Norhaili, Massari,
Fariza Puteh, Behak,
author_facet Haliza, Harun,
Norhaili, Massari,
Fariza Puteh, Behak,
author_sort Haliza, Harun,
title Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
title_short Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
title_full Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
title_fullStr Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
title_full_unstemmed Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction
title_sort use of l1 as a mediational tool for understanding tense/aspect marking in english: an application of concept-based instruction
publisher Elsevier Science Bv
publishDate 2015
url http://ddms.usim.edu.my/handle/123456789/9005
_version_ 1645152517308284928
score 13.222552

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