Abstract
Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogical materials for the teaching of communicative issues, in this case, normativity. It also requires active engagement by learners in reflective activities, such as the creation of their own conceptual representations as a learning tool to understand ser/estar through the notion of normativity. Data from beginning L2 Spanish learners are presented to illustrate how engaging them in the production of different kinds of graphic representations and verbalizations promotes the internalization of complex grammatical concepts with practical functionality in L2 communication. It is argued that by promoting active reflection and engagement with communicative issues using the concept of normativity, MCE enabled learners to begin to appreciate the pragmatic significance of the concept as expressed in ser/estar.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 195-218 |
| Number of pages | 24 |
| Journal | Language and Sociocultural Theory |
| Volume | 3 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jan 1 2016 |
| Externally published | Yes |
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Keywords
- Concept-based instruction
- Metaphor
- Mindful conceptual engagement
- Second language learning
- Ser and estar
- Sociocultural theory
ASJC Scopus subject areas
- Linguistics and Language
- Cultural Studies
Cite this
Explicit focus on meaning : Mindful conceptual engagement in the second language classroom. / Negueruela, Eduardo; Parera, Antoni Fernandez.
In: Language and Sociocultural Theory, Vol. 3, No. 2, 01.01.2016, p. 195-218.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Explicit focus on meaning
T2 - Mindful conceptual engagement in the second language classroom
AU - Negueruela, Eduardo
AU - Parera, Antoni Fernandez
PY - 2016/1/1
Y1 - 2016/1/1
N2 - Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogical materials for the teaching of communicative issues, in this case, normativity. It also requires active engagement by learners in reflective activities, such as the creation of their own conceptual representations as a learning tool to understand ser/estar through the notion of normativity. Data from beginning L2 Spanish learners are presented to illustrate how engaging them in the production of different kinds of graphic representations and verbalizations promotes the internalization of complex grammatical concepts with practical functionality in L2 communication. It is argued that by promoting active reflection and engagement with communicative issues using the concept of normativity, MCE enabled learners to begin to appreciate the pragmatic significance of the concept as expressed in ser/estar.
AB - Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogical materials for the teaching of communicative issues, in this case, normativity. It also requires active engagement by learners in reflective activities, such as the creation of their own conceptual representations as a learning tool to understand ser/estar through the notion of normativity. Data from beginning L2 Spanish learners are presented to illustrate how engaging them in the production of different kinds of graphic representations and verbalizations promotes the internalization of complex grammatical concepts with practical functionality in L2 communication. It is argued that by promoting active reflection and engagement with communicative issues using the concept of normativity, MCE enabled learners to begin to appreciate the pragmatic significance of the concept as expressed in ser/estar.
KW - Concept-based instruction
KW - Metaphor
KW - Mindful conceptual engagement
KW - Second language learning
KW - Ser and estar
KW - Sociocultural theory
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U2 - 10.1558/lst.v3i2.32865
DO - 10.1558/lst.v3i2.32865
M3 - Article
AN - SCOPUS:85040830605
VL - 3
SP - 195
EP - 218
JO - Language and Sociocultural Theory
JF - Language and Sociocultural Theory
SN - 2051-9699
IS - 2
ER -