Cover not available
Part of
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 67–90

Chapter 3
Languaging and grammatical terminology

Expressing linguistic concepts while co-constructing understandings

| Temple University
| University of Cincinnati
| Temple University
| Princeton University

This paper documents how U.S. high school learners in a third-year L2 Spanish class (N = 17) formulated explicit understandings of the pronoun se through languaging over 3 lessons. Following Adair-Hauck & Donato (2016), each lesson engaged learners in a guided inductive analysis by first presenting se within a narrative text, and then having them “co-construct” rules in groups of 2–3 from the patterns they found. A teacher-led, whole-class follow-up brought the class to a consensus before they engaged in subsequent L2 communication tasks. Based on recordings of 4 small-group interactions and the whole-class discussion, descriptive statistics and qualitative excerpts document how learners stretched familiar linguistic concepts and informal language to accommodate the unfamiliar features of the target structure.

Keywords: L2 Spanish, guided induction, explicit grammar, instructional conversation, high school
Article outline
  • Introduction
  • The role of explicit knowledge in L2 development
  • Sociocultural theory and languaging as concept mediation
  • The present study
  • Methods
    • Participants and instructional context
    • Instructional target and PACE lessons
    • Data gathering
    • Data analysis
    • Coding for form versus meaning
    • Formal and informal linguistic terminology
  • Results
    • References to form and meaning
    • Informal vs. formal language
    • Retention of terminology in posttest articulation of rule
  • Discussion
  • Conclusion
  • References
  • Appendix
Published online: 14 August 2020
DOI logo
https://doi.org/10.1075/lllt.55.03tot
References
Adair-Hauck, B., & Donato, R.
(1994) Foreign language explanations within the Zone of Proximal Development. Canadian Modern Language Review, 50 (3), 532-557.Google Scholar
(2002) The PACE model: A story-based approach to meaning and form for Standards-based language learning. The French Review, 76 (2), 265-276.Google Scholar
(2016) PACE: A story-based approach for dialogic inquiry about form and meaning. In J. L. Shrum & E. W. Glisan (Eds.), Teacher’s handbook: Contextualized language instruction (5th ed., pp. 206–230). Boston, MA: Cengage LearningGoogle Scholar
American Council on the Teaching of Foreign Languages
(2012) ACTFL proficiency guidelines. Alexandria, VA: ACTFL.Google Scholar
Basturkmen, H., Loewen, S., & Ellis, R.
(2002) Metalanguage in focus on form in the communicative classroom. Language Awareness, 11 (1), 1–13. DOI logoGoogle Scholar
Bernard, H. R.
(2018) Research methods in anthropology: Qualitative and quantitative approaches (6th ed.). Lanham, MD: Rowman & Littlefield.Google Scholar
DeKeyser, R. M.
(2015) Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94–112). New York, NY: Routledge.Google Scholar
Egan, K.
(2002) Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven, CT: Yale University Press.Google Scholar
Ellis, N. C.
(2015) Implicit AND explicit language learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3–23). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Gal’perin, P. I.
(1989) Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27 (3), 45–64. DOI logoGoogle Scholar
Lantolf, J. P., & Poehner, M. E.
(2014) Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/praxis divide. New York, NY: Routledge. DOI logoGoogle Scholar
Lantolf, J. P., & Zhang, X.
(2017) Concept-based language instruction. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 146–165). New York, NY: Routledge. DOI logoGoogle Scholar
Leow, R. P.
(2015) Explicit learning in the L2 classroom: A student-centered approach. New York, NY: Routledge. DOI logoGoogle Scholar
McDonough, K., & Fulga, A.
(2015) The detection and primed production of novel constructions. Language Learning, 65 (2), 326–357. DOI logoGoogle Scholar
Negueruela, E., & Lantolf, J. P.
(2006) Concept-based instruction and the acquisition of L2 Spanish. In M. R. Salaberry & B. A. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 79–102). Washington, DC: Georgetown University PressGoogle Scholar
Paradis, M.
(2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Piaget, J.
(1959) The language and thought of the child (M. Gabain & R. Gabain, Trans, 3rd ed.). London: Routledge.Google Scholar
Roehr, K.
(2008) Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics, 19 (1), 67–106. DOI logoGoogle Scholar
Saldaña, J.
(2016) The coding manual for qualitative researchers (3rd ed.). London: Sage.Google Scholar
Storch, N.
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Suzuki, W.
(2012) Written languaging, direct correction, and second language writing revision. Language Learning, 62 (4), 1110–1133. DOI logoGoogle Scholar
Swain, M.
(2010) ‘Talking-it-through’: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University PressGoogle Scholar
Swain, M., Kinnear, P., & Steinman, L.
(2015) Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93 (1), 5–29. DOI logoGoogle Scholar
Tharp, R. G., & Gallimore, R.
(1988) Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.Google Scholar
Toth, P. D.
(2006) Processing Instruction and a role for output in second language acquisition. Language Learning, 56 (2), 319–385. DOI logoGoogle Scholar
(2012) Output-based instructional approaches. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford: Wiley-Blackwell. DOI logoGoogle Scholar
Toth, P. D., & Guijarro-Fuentes, P.
(2013) The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34 (6), 1163–1193. DOI logoGoogle Scholar
Toth, P. D., Wagner, E., & Moranski, K.
(2013) ‘Co-constructing’ explicit L2 knowledge with high school Spanish learners through guided induction. Applied Linguistics, 34 (3), 255–278. DOI logoGoogle Scholar
Ullman, M. T.
(2015) The declarative/procedural model. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 135–158). New York, NY: RoutledgeGoogle Scholar
Van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A.
(2016) Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100 (1), 341–361. DOI logoGoogle Scholar
Vygotsky, L. S.
(1986) Thought and language. Cambridge, MA: MIT Press.Google Scholar
Wells, G.
(1999) Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Yáñez-Prieto, M. d. C.
(2010) Authentic instruction in literary worlds: Learning the stylistics of concept-based grammar. Language and Literature, 19 (1), 59–75. DOI logoGoogle Scholar
Zhang, X., & Lantolf, J. P.
(2015) Natural or artificial: Is the route of L2 development teachable? Language Learning, 65 (1), 152–180. DOI logoGoogle Scholar
Cited by

Cited by 7 other publications

Hwang, Hyun-Bin
2023. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
KISSLING, ELIZABETH M. & TEJAS MUTHUSAMY
2022. Exploring Boundedness for Concept‐Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect. The Modern Language Journal 106:2 ► pp. 371 ff. DOI logo
MALOVRH, PAUL A. & JAMES F. LEE
2022. What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning. The Modern Language Journal 106:4 ► pp. 818 ff. DOI logo
Malovrh, Paul A. & James F. Lee
2023. The effects of prior knowledge on explicit rule formation among L2 Spanish learners receiving structured input through guided-inductive instruction. Ampersand 10 ► pp. 100116 ff. DOI logo
Moranski, Kara & Janire Zalbidea
2022. Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction. Language Learning 72:S1 ► pp. 41 ff. DOI logo
Ranta, Leila
2022. Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity. Language Learning 72:S1 ► pp. 314 ff. DOI logo
Toth, Paul D.
2022. Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses. Language Learning 72:S1 ► pp. 5 ff. DOI logo

This list is based on CrossRef data as of 17 september 2023. 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.