Research Article
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Year 2023, Issue: 40, 61 - 88, 29.12.2023
https://doi.org/10.26650/jol.2023.1315502

Abstract

References

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  • Gal’perin, P. I. (1992). Linguistic Consciousness and Some Questions of the Relationship between Language and Thought. Journal of Russian & East European Psychology, 30 (4), 81-92. Retrieved from http://www. tandfonline.com/doi/abs/10.2753/RPO1061-0405300481 google scholar
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Teaching the English Tense System through Systemic Theoretical Instruction and Cognitive Grammar: Investigating Students’ Perceptions

Year 2023, Issue: 40, 61 - 88, 29.12.2023
https://doi.org/10.26650/jol.2023.1315502

Abstract

The English tense system poses substantial challenges to second and foreign language learners in both morphological and semantic respects, and traditional grammar pedagogy conceptualizing grammar as rules of thumb fails to provide learners with comprehensive, accurate, or systematic knowledge about the English tense system. The present classroom-based study aims at investigating the application of an alternative pedagogical grammar method that integrates the pedagogical framework of systemic theoretical instruction grounded upon sociocultural theory with the linguistic framework of cognitive grammar, which is a hyponym of cognitive linguistics, for teaching the English tense system. Four instructional sessions were conducted in an English language classroom in a Hong Kong secondary school, and students’ perceptions of the learning experience were examined by means of questionnaires and focus group interviews. While the students appreciated the novelty of the learning experience, they expressed concerns about complexity of the concepts taught, as well as the linkage between these concepts and examinations. The students felt mostly positive toward the learning experience and found it disparate from their previous experience of learning tenses, yet some held a negative attitude toward the learning experience and expressed their discontent over an inappropriate level of difficulty. Several factors ought to be taken into consideration when applying this pedagogy to second language grammar instruction.

Thanks

I would like to express my sincere gratitude to Professor Eunice Tang from the Chinese University of Hong Kong and Professor Michelle Gu from the Education University of Hong Kong for their supervision of this research project.

References

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  • Haznedar, B., & Schwartz, B. D. (1997). Are there optional infinitives in child L2 acquisition?. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), Proceedings of the 21st Annual Boston University Conference on Language Development (pp. 257-68). Somerville, MA: Cascadilla Press. google scholar
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  • Ionin, T., & Wexler, K. (2002). Why is ‘is’ easier than ‘-s’?: acquisition of tense/agreement morphology by child second language learners of English. Second Language Research, 18 (2), 95-136. Retrieved from http://journals.sagepub.com/doi/abs/10.1191/0267658302sr195oa google scholar
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  • F. Brisard (Eds.), Cognitive Approaches to Tense, Aspect and Epistemic Modality (pp. 45-86). Amsterdam: John Benjamins. google 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: Routledge. google scholar
  • Lardiere, D. (1998a). Case and Tense in the ‘fossilized’ steady state. Second Language Research, 14 (1), 1-26. Retrieved from http://journals.sagepub.com/doi/abs/10.1191/026765898674105303 google scholar
  • Lardiere, D. (1998b). Dissociating syntax from morphology in a divergent L2 end-state grammar. Second Language Research, 14 (4), 359-75. Retrieved from http://journals.sagepub.com/doi/abs/10.1191/026765898672500216 google scholar
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  • Larsen-Freeman, D. (2015). Saying what we mean: Making a case for ‘language acquisition’ to become ‘language development’. Language Teaching, 48 (4), 491-505. doi:10.1017/S0261444814000019 google scholar
  • Lee, H. (2012). Concept-based approach to second language teaching and learning: Cognitive linguistics-inspired instruction of English phrasal verbs (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA. google scholar
  • Mackey, A., & Gass, S. M. (2016). Second Language Research: Methodology and Design (2nd ed.). New York: Routledge. google scholar
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  • Negueruela, E. (2008). Revolutionary Pedagogies: Learning that Leads (to) Second Language Development. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural Theory and the Teaching of Second Languages (pp. 189-227). London: Equinox Publishing Ltd. google scholar
  • Ng, C. W. (2020). Instruction on the English tense system through systemic theoretical instruction and cognitive grammar: Impacts on students’ grammatical production. New Waves - Education Research & Development, 23 (1), 1-25. http://www.viethconsulting.com/members/publication/new_waves_article.php?aid=43262145 google scholar
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There are 75 citations in total.

Details

Primary Language English
Subjects Linguistics (Other)
Journal Section Research Articles
Authors

Chi Wui Ng 0000-0001-6144-9256

Publication Date December 29, 2023
Published in Issue Year 2023 Issue: 40

Cite

APA Ng, C. W. (2023). Teaching the English Tense System through Systemic Theoretical Instruction and Cognitive Grammar: Investigating Students’ Perceptions. Dilbilim(40), 61-88. https://doi.org/10.26650/jol.2023.1315502