Exploring Boundedness for Concept‐Based Instruction of Aspect
Evidence From Learning the Spanish Preterite and Imperfect
Bibliographic Data
| ID | 21360344 |
|---|---|
| Authors | Elizabeth M Kissling (0000-0003-0359-496X, University of Richmond, corresponding author), TEJAS MUTHUSAMY (Yale University 200 Elm Street New Haven CT 06511) |
| Year | 2022 |
| Volume | 106 |
| Issue | 2 |
| Pages | 371-392 |
| Publication date | 2022-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12778 |
| OpenAlex | W4282974048 |
| Language | EN |
| Citations received | 10 |
| References cited | 35 |
This study investigated to what extent and how novice second‐language (L2) Spanish learners use the cognitive linguistics‐informed concept of boundedness to support their development of aspect—namely, the Spanish preterite and imperfect. The concept was presented within the framework of concept‐based instruction (CBI) as part of a regular, semester‐long U.S. college Spanish course for true beginners ( N = 16). The sociocultural approach of CBI has been found to be effective for other complex L2 phenomena with more advanced learners, but the usefulness of the concept of boundedness for novice learners was untested. Definition, comprehension, verbalization, and performance data were triangulated to measure instructional effectiveness. Results suggest that the concept‐based instructional approach using the concept of boundedness supported students’ understanding of aspect, evidenced by multiple measures of conceptual development, as well as their accuracy in using aspect to create personal narratives
Cognition · Cognitive linguistics · Comprehension · Imperfect · Linguistics · Mathematics education · Narrative · Sociocultural evolution · Sociology · Computer Science · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Psychology · Second Language Acquisition and Learning
Concept-Based Language Instruction Effects for Second and Heritage Language Learners
Sociocultural Theory
Improving the Applicability of Cognitive Linguistics
Immediate or delayed? Timing effects of metalinguistic written corrective feedback in classroom collaborative writing
The effectiveness of cognitive linguistics‐inspired language pedagogies
“I dunno, as long as it proves my point”
Sociocultural theory and classroom second language learning in the East Asian context
How a Usage-Based Approach Promotes Conceptual Development and Natural Use of Japanese Passives
Developing L2 semantic knowledge of English modality through concept‐based language instruction
Does order of instruction matter? A language program intervention for preterite‐imperfect learning
The generation effect
Levels of processing
Tense, aspect and mood
Handbook of Cognitive Linguistics and Second Language Acquisition
Explicit focus on meaning
Sense and subjectivity
Enhancing metalinguistic knowledge
Organization of Mental Activity and the Effectiveness of Learning
Sociocognitive Perspectives on Language Use and Language Learning
Mediated Development
Group Dynamic Assessment
Preterite/Imperfect Half-Truths
Spanish Applied Linguistics at the Turn of the Millennium
A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom
The Use of Tense-Aspect Morphology in Spanish Oral Narratives
| Unique citing works | 10 |
|---|---|
| Citations per year | 3.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |