Authors: Haliza Harun
Grounded in a Vygotskian Sociocultural theory of mind (SCT), this study focuses on the role and value of Concept Based Instruction framework, as a semiotic tool in the development of higher forms of mental activity. Specifically, analysis involved investigating L2 Malay learners’ understanding of the English grammatical concept of tense-aspect with reference to Simple past, past continuous and Present perfect as they worked through the Concept Based Instruction (CBI) materials and procedure. Findings reported in this study show that there were considerable improvements gained by participants not only in relation to their understanding of the structural aspect, but also the functional and semantic aspects of the morphosyntactic choices at a conceptual level following the intervention session. The findings thus then provide support for the teaching explicit L2 grammar concepts in a coherent manner to learners in the attempt to develop a deeper understanding of the concept in question.
Sociocultural theory, Concept Based Instruction, mediation, Second language acquisition, grammar teaching