Chapter published in:
Usage-inspired L2 Instruction: Researched pedagogy
Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
[Language Learning & Language Teaching 49] 2018
► pp. 29–53

L2 developmental education and systemic theoretical instruction

The case of English verb+noun collocations

| The Pennsylvania State University
| National Taiwan University of Science and Technology
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as make and do. Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: make and do. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
Published online: 13 February 2018
https://doi.org/10.1075/lllt.49.02lan
References

References

Buescher, K.
(2015) Developing narrative literacy in a second language through concept-based instruction and a division-of-labor pedagogy. Unpublished PhD dissertation. The Pennsylvania State University, University Park, PA.Google Scholar
Carpay, J. A. M.
(1974) Foreign language teaching and meaningful learning. A Soviet Russian point of view. I.T.L. Review of Applied Linguistics, 25–26, 161–187.Google Scholar
Clark, E. V.
(1978) Discovering what words can do. In D. Farkas, W. Jacobsen, & K. Todrys (Eds.), Papers from the parasession on the lexicon (pp. 34–57). Chicago, IL: University of Chicago Press.Google Scholar
Cole, M.
(2009) The perils of translation: A first step in reconsidering Vygotsky’s theory of development in relation to formal education. Mind, Culture, Activity: An International Journal, 16, 291–295. CrossrefGoogle Scholar
Davydov, V. V.
(2004) Problems of developmental instruction. A theoretical and experimental psychology study. Translated by P. Moxhay. Moscow: Akademiya.Google Scholar
Gal’perin, P. Ya
(1969) Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology (pp. 249–272). New York, NY: Basic Books.Google Scholar
(1979) The role of orientation in thought. Soviet Psychology, 18, 19–45.Google Scholar
(1992) Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30, 60–80. CrossrefGoogle Scholar
Gamble, C., Gowlett, J., & Dunbar, R.
(2014) Thinking big: How the evolution of social life shaped the human mind. New York, NY: Thames & Hudson.Google Scholar
Gattegno, C.
(1963) Teaching foreign languages in schools: The silent way. New York, NY: Educational Solutions.Google Scholar
Haenen, J.
(1996) Piotr Gal’perin: Psychologist in Vygotsky’s footsteps. New York, NY: Nova Science Publishers.Google Scholar
Harris, R.
(1998) Language as social interaction: Integrationalism versus segregationalism. In R. Harris & G. Wolf (Eds.), Integrational linguistics: A first reader (pp. 5–14). Oxford, UK: Pergamon.Google Scholar
Karpov, Y. V.
(2014) Vygotsky for educators. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Karpova, S. N.
(1977) The realization of language in children. Paris: Mouton.Google Scholar
Kinard, J. T., Sr., & Kozulin, A.
(2008) Rigorous mathematical thinking. Conceptual formation in the mathematics classroom. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Kozulin, A.
(1998) Psychological tools. A sociocultural approach to education. Cambridge, MA: Harvard University Press.Google Scholar
Langacker, R. W.
(1991) Concept, image, and symbol: The cognitive basis of grammar. Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Lantolf, J. P.
(2011) Integrating sociocultural theory and cognitive linguistics in the second language classroom. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 303–318). New York, NY: Routledge.Google Scholar
Lantolf, J. P., & Aljaafreh, A.
(1995) Second language learning in the Zone of Proximal Development: A revolutionary experience. International Journal of Educational Research, 23, 619–632. CrossrefGoogle Scholar
Lantolf, J. P., & Poehner, M. E.
(2014) Sociocultural theory and the pedagogical imperative in L2 education. Vygotskian praxis and the research/practice divide. New York, NY: Routledge.Google Scholar
Lantolf, J. P., & Thorne, S. L.
(2006) Sociocultural theory and the genesis of second language development. Oxford, UK: Oxford University Press.Google Scholar
Lapkin, S., Swain, M., & Knouzi, I.
(2008) French as a second language: University students learn the grammatical concept of voice: study design, materials development, and pilot data. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 228–255). Bristol, UK: Equinox.Google Scholar
Leont’ev, A. N.
1981 Problems of the development of the mind. Moscow: Progress.Google Scholar
Miller, R.
(2011) Vygotsky in perspective. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Negueruela, E.
(2003) A sociocultural approach to the teaching and learning of second languages: Systemic-theoretical instruction and L2 development. Unpublished PhD dissertation. The Pennsylvania State University, University Park, PA.Google Scholar
Newman, F., & Holzman, L.
(1993) Lev Vygotsky: Revolutionary scientist. London: Routledge.Google Scholar
Swain, M.
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Washington, DC: Georgetown University Press.Google Scholar
Talyzina, N.
(1981) The psychology of learning. Theories of learning and programed instruction. Moscow: Progress Press.Google Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Harvard, MA: Harvard University Press.Google Scholar
Tyler, A. E.
(2012) Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. New York, NY: Routledge.Google Scholar
Tyler, A. E., & Ortega, L.
(2018) Usage-inspired L2 instruction: An emergent, researched pedagogy. In A. E. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy. Amsterdam: John Benjamins. (this volume) CrossrefGoogle Scholar
Tsai, M.-H.
(2014) Usage-based cognitive semantics in L2 collocation: A microgenetic analysis of EFL students’ collocational knowledge. Unpublished PhD dissertation. The Pennsylvania State University, University Park, PA.Google Scholar
Valsiner, J.
(1997) Culture and the development of children’s actions: A theory of human development. New York, NY: John Wiley & Sons.Google Scholar
Vendler, Z.
(1967) Linguistics in philosophy. Ithaca, NY: Cornell University Press.Google Scholar
Vocate, D. R.
1994 Self-talk and inner speech: Understanding the uniquely human aspects of intrapersonal communication. In D. R. Vocate (Ed.), Intrapersonal communication. Different voices, different minds (pp. 3–32). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Vygotsky, L. S.
(1978) Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
(1981) The instrumental method in psychology. In J. V. Wertsch. (Ed.), The concept of activity in Soviet psychology (pp. 134–143). Armonk, NY: M. E. Sharpe.Google Scholar
(1986) Thought and language. Cambridge, MA: The MIT Press.Google Scholar
(1987) The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology. Including the volume Thinking and Speech. R. W. Rieber & A. S. Carton (Eds.). New York, NY: Plenum.Google Scholar
Wen, Q., Liang, M., & Yan, X.
(2008) Spoken and written English corpus of Chinese learners version 2.0. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Yáñez-Prieto, M. C.
(2014)  Sense and subjectivity: Teaching literature from a sociocultural Perspective. Language and Sociocultural Theory, 1, 179–204. CrossrefGoogle Scholar
Zhang, X.
(2014) Teachability and topicalization in L2 Chinese. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA.Google Scholar
Cited by

Cited by 6 other publications

Dolgova, Natalia & Andrea Tyler
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1 ff. Crossref logo
Dolgova, Natalia & Andrea Tyler
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 939 ff. Crossref logo
Roehr-Brackin, Karen, Gabriela Adela Gánem-Gutiérrez, Lexa Olivera-Smith & María Teresa Torres-Marín
2021. Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?. Language Awareness 30:4 ► pp. 391 ff. Crossref logo
Tsai, Mei-Hsing
2020. The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations. Language Teaching Research 24:2 ► pp. 138 ff. Crossref logo
Tsai, Mei‐Hsing
2020. Teaching L2 collocations through concept‐based instruction: The effect of L2 proficiency and congruency. International Journal of Applied Linguistics 30:3 ► pp. 553 ff. Crossref logo
Verspoor, Marjolijn
2017.  In Complexity Theory and Language Development [Language Learning & Language Teaching, 48], ► pp. 143 ff. Crossref logo

This list is based on CrossRef data as of 23 november 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.