Bibliography

Bibliography

[Work included in the scoping review are marked with an asterisk*]

*Aguiló-Mora, F., & Negueruela, E. (2015) Motion-for-the-other through motion-for-the-self: The complexities of giving directions for advanced second language learners of Spanish and English. In Masuda, K. & et al. (Eds.), Cognitive linguistics and sociocultural theory: Applications for second and foreign language teaching, 8 (pp. 73–100). Walter de Gruyter GmbH & Co KG. Gruyter, Mouton. CrossrefGoogle Scholar
Borghi, A. M., & Cimatti, F.
(2010) Embodied cognition and beyond: Acting and sensing the body. Neuropsychologia, 48(3), 763–773. CrossrefGoogle Scholar
*Buescher, K., & Strauss, S. (2015) A cognitive linguistic analysis of French prepositions à, dans, and en and a sociocultural theoretical approach to teaching them. In Masuda, K. & et al. (Eds.), Cognitive linguistics and sociocultural theory: Applications for second and foreign language teaching, 8 (pp. 155–181). Walter de Gruyter GmbH & Co KG. Gruyter, Mouton. CrossrefGoogle Scholar
Carpay, J.ȂA.ȂM.
(1974) Foreign-Language Teaching and Meaningful Learning: A Soviet Russian Point of View. ITL Review of Applied linguistics, 25–26, 162–187.Google Scholar
Crain, W.
(2010) Theories of development: Concepts and applications, 6th ed. Upper Saddle River, Boston, MA: Prentice Hall.Google Scholar
Damasio, A.
(1999) The Feeling of What Happens: Body and Emotion in the Making of Consciousness. New York: Houghton Mifflin Harcourt.Google Scholar
Edelman, G. M.
(2004) Wider than the sky: The phenomenal gift of consciousness. Yale University Press.: New Haven, Connecticut.Google Scholar
*Fazilatfar, A., Jabbari, A. & Harsij, R. (2017) Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners. Issues in Language Teaching, 6(1), 145–179.Google Scholar
*Fehrmann, I. (2016) Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction. Yearbook of the German Cognitive Linguistics Association, 4(1), 153–170. CrossrefGoogle Scholar
*Ferreira, M. (2005) An application of the concept-based approach to academic writing instruction. Ph.D. diss., Pennsylvania State University, University Park, PA.Google Scholar
*Fogal, G. G. (2016) Pedagogical Stylistics and Concept-Based Instruction: An Investigation into the Development of Voice in the Academic Writing of Japanese University Students of English. Ph.D. diss., University of Toronto (Canada).Google Scholar
*Frazier, E.ȂG.ȂG. (2013) Concept-based teaching and Spanish modality in heritage language learners: A Vygotskyan approach. Ph.D. diss., University of Massachusetts Amherst.Google Scholar
Gal’perin, P. I.
(1989) Organization of mental activity and the effectiveness of learning. Soviet Psychology 27 (3): 65–82. CrossrefGoogle Scholar
(1992) Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (July/August): 60–80. CrossrefGoogle Scholar
*Gánem-Gutiérrez, G. A. & Harun, H. (2011) Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction. Language Awareness. 20 (2), 99–119. CrossrefGoogle Scholar
*Garcia, P. N. (2012) Verbalizing in the second language classroom: The development of the grammatical concept of aspect. Ph.D. diss., University of Massachusetts Amherst.Google Scholar
García, P. N.
(2017) Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal. EuroAmerican Journal of Applied Linguistics and Languages, 4(1), 1–19. CrossrefGoogle Scholar
Harley, B., Cummins, J., Swain, M., & Allen, P.
(1990) The nature of language proficiency. In B. Harley, P. Allen, J. Cummins & M. Swain (Eds.), The development of second language proficiency (pp. 7–25). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
*Harun, H., Massari, N., & Behak, F. P. (2014) Use of L1 as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction. Procedia-Social and Behavioral Sciences, 134, 134–139. CrossrefGoogle Scholar
Karpova, S. N.
(1977)  The realization of the verbal composition of speech by preschool children. With a forew. for the Engl. ed. by Luria, A. R. The Hague, Mouton.Google Scholar
*Kim, J. (2013) Developing conceptual understanding of sarcasm in a second language through concept-based instruction. Unpublished doctoral dissertation. Pennsylvania State University, University Park, PA.Google Scholar
Kitchenham, B., & Charters, S.
(2007) Guidelines for performing systematic literature reviews in software engineering, Technical Report EBSE-2007-01, School of Computer Science and Mathematics, Keele University.Google Scholar
*Lai, W. (2012) Concept-based foreign language pedagogy: Teaching the Chinese temporal system. Ph.D. diss., Pennsylvania State University, University Park, PA.Google Scholar
Lantolf, J. P.
(2011) Integrating sociocultural theory and cognitive linguistics in the second language classroom. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning, 2 (pp. 303–318). Routledge.Google Scholar
Lantolf, J. P., Thorne, S. L., & Poehner, M. E.
(2015) Sociocultural theory and second language development. In Van Patten, B. & et al. (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 207–226). Taylor and Francis.Google Scholar
*Lee, H. (2012) Concept-based approach to second language teaching and learning: Cognitive linguistics-inspired instruction of English phrasal verbs. Unpublished PhD. dissertation. Pennsylvania State University.Google Scholar
(2016) Concept-Based Instruction: Imagistic and Metaphorical Understanding of Phrasal Verbs. English Teaching, 71(4), 167–191.Google Scholar
Lindstromberg, S.
(2016) Inferential statistics in Language Teaching Research: A review and ways forward. Language Teaching Research, 20 (6), 741–768. CrossrefGoogle Scholar
Lyster, R.
(1999) Immersion. In B. Spolsky (Ed.), Concise encyclopedia of educational Linguistics (pp. 626–632). Oxford: Pergamon.Google Scholar
(2004) Research on form-focused instruction in immersion classroom: Implications for theory and practice. Journal of French language studies. 14(3), 321–341. CrossrefGoogle Scholar
*Masuda, K., & Labarca, A. (2015) Schematic diagram use and languaging quality in learning Japanese polysemous particles ni and de. In Masuda, K. & et al. (Eds.), Cognitive linguistics and sociocultural theory: Applications for second and foreign language teaching, 8 (pp. 203–232). Walter de Gruyter GmbH & Co KG. CrossrefGoogle Scholar
*Negueruela, E. (2003) Systemic-theoretical instruction and L2 development: A sociocultural approach to teaching-learning and researching L2 learning. Ph.D. diss., Pennsylvania State University, University Park, PA.Google Scholar
Negueruela, E., & Lantolf, J. P.
(2006) Concept-based instruction and the acquisition of L2 Spanish. In Salaberry, R., & Lafford, B. A. (Eds.), The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 79–102). Georgetown University Press.Google Scholar
Negueruela, E.
(2013) Metalinguistic knowledge becoming intrapsychological tools. Concepts as tools for second language development. In Roehr, K., & Gánem-Gutiérrez, G. A. (Eds.), The metalinguistic dimension in instructed second language learning (pp. 221–242). A&C Black.Google Scholar
*Ohta, A. S., & Tsujihara, R. (2017) Teaching addressee honorifics in Japanese using concept-based instruction (CBI): A qualitative, intact classroom study. In Conference of the American Association for Applied Linguistics (pp. 18–21), Portland, Oregon.Google Scholar
*Ord, C. A. (2014) The marking of aspect in the past tense in French: The role of languaging abstract grammatical concepts. Ph.D. diss., School of Languages and Comp Cultural Studies, University of Queensland.Google Scholar
Pavlenko, A.
(1999) New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 2(3), 209–230. CrossrefGoogle Scholar
*Polizzi, M. C. (2013) The development of Spanish aspect in the second language classroom: Concept-based pedagogy and dynamic assessment. Ph.D. diss., University of Massachusetts Amherst.Google Scholar
*Renoud, L. (2016) Vers une approche par concepts pour l’apprentissage des temps du passé en français langue étrangère dans le contexte de l’université au Japon. Ph.D. diss., Université de Lyon.Google Scholar
Richards, J. C.
(2006) Communicative language teaching today. Singapore: SEAMEO Regional Language Centre.Google Scholar
*Serrano-Lopez, M. & Poehner, M. E. (2008) Materializing linguistic concepts through 3-D clay modeling: A tool-and-result approach to mediating L2 Spanish development. In J. P. Lantolf, & M. E. Poehner (Eds.). Sociocultural Theory and the Teaching of Second Languages (pp.321–346). London, U.K.: Equinox.Google Scholar
*Suñer, F. & Roche, J. (2019) Embodiment in concept-based L2 grammar teaching: The case of German light verb constructions. Journal of Cognitive Science 20(3): 365–399Google Scholar
Swain, M.
(1997) French immersion programs in Canada. In J. Cummins & D. Corson (Eds.), Encyclopedia of language and education, vol. 5: bilingual education. (pp. 260–299) Amsterdam: Kluwer Academic Publishers. CrossrefGoogle 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. CrossrefGoogle Scholar
*Thorne, S., J. Reinhardt, & P. Golombek (2008) Mediation as objectification in the development of professional academic discourse: A corpus-informed curricular innovation. In J. P. Lantolf & M. Poehner (Eds.), Sociocultural Theory and the Teaching of Second Languages (pp. 256–284). London: Equinox.Google Scholar
*Twyman, T., Ketterlin-Geller, L., McCoy, J. D., & Tindal, G. (2003) Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 259–274. CrossrefGoogle Scholar
*Van Compernolle, R. A. (2012) Developing sociopragmatic capacity in a second language through concept-based instruction. Unpublished doctoral dissertation. Pennsylvania State University, University Park, PA.Google Scholar
Vygotsky, L. S.
(1987) Thinking and Speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39–285). New York: Plenum Press. (Original Work Published 1934)Google Scholar
*White, B. J. (2012) A conceptual approach to the instruction of phrasal verbs. The Modern Language Journal, 96(3), 419–438. CrossrefGoogle Scholar
*Williams, L., Abraham, L. B., & Negueruela, E. (2013) Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers. Language Teaching Research, 17(3), 363–381. CrossrefGoogle Scholar
Williams, L.
(2016) Authenticity and Pedagogical Grammar: A Concept-based Approach to Teaching French Auxiliary Verbs. In Van Compernolle, R. A., & McGregor, J. (Eds.), Authenticity, language, and interaction in second language contexts (pp. 35–60), Multilingual Matters. CrossrefGoogle Scholar
*Yanez-Prieto, M.ȂD.ȂC. (2008) On literature and the secret art of (im)possible worlds: Teaching literature-through-language. Ph.D. diss., Pennsylvania State University, University Park, PA.Google Scholar
*Zhang, X. (2014) The teachability hypothesis and concept-based instruction: Topicalization in Chinese as a second language. Unpublished doctoral dissertation. Pennsylvania State University, University Park, PA.Google Scholar