Chapter published in: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. 68–89
Languaging and grammatical terminology
Expressing linguistic concepts while co-constructing understandings
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
Published online: 14 August 2020
Adair-Hauck, B., & Donato, R.
American Council on the Teaching of Foreign Languages
Basturkmen, H., Loewen, S., & Ellis, R.
Bernard, H. R.
DeKeyser, R. M.
Ellis, N. C.
Gal’perin, P. I.
Lantolf, J. P., & Poehner, M. E.
Lantolf, J. P., & Zhang, X.
Leow, R. P.
McDonough, K., & Fulga, A.
Negueruela, E., & Lantolf, J. P.
Swain, M., Kinnear, P., & Steinman, L.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
Tharp, R. G., & Gallimore, R.
Toth, P. D.
Toth, P. D., & Guijarro-Fuentes, P.
Toth, P. D., Wagner, E., & Moranski, K.
Ullman, M. T.
Van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A.
Yáñez-Prieto, M. d. C.