This volume showcases how concept-based language instruction (C-BLI) can be effectively integrated into foreign language instruction.
C-BLI is grounded in the relationship between theory, research, and practice, incorporating visual aids called SCOBAs (schemas for a complete orientating basis of action) designed to teach accurate scientific concepts. SCOBAs materialize L2 usage-based linguistic and cultural concepts to create tools that promote conceptual understanding and internalization. Three overview chapters lay out the books sociocultural theoretic foundations, the role of mediation, usage-based linguistics, and the concept of subjective construal; internalization and its role in re-mediating the mind for L2 learning; and L2 pragmatics teaching and assessment. Subsequent chapters enact praxis via classroom research on C-BLI. Each study focuses on a difficult-to-acquire area of Japanese pragmatics and/or grammar, incorporating SCOBAs that teach core concepts; instruction moves from SCOBA-mediated interactive lecture to internalization tasks involving languaging to language practice. Each chapter concludes with a section for critical reflection to inform future research and materials design.
With its focus on research-teaching connections via praxis elucidating the power of linking concept-based language instruction with usage-based linguistics, this book will interest students and scholars of second language acquisition, language teaching and learning, applied linguistics, Japanese, and Asian languages.
Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Contents
List of figures
Acknowledgements
List of Abbreviations
Part I: Conceptbased language instruction: A radical blending of theory and
practice
1. Concept-based language instruction: combining sociocultural theory and
usage-based linguistics to transform language pedagogy
2. Promoting internalization in concept-based language instruction
Part II: Using conceptbased language instruction to teach Japanese
pragmatics
3. Teaching pragmatics with concept-based language instruction
4. Japanese style-shifting through concepts
5. Teaching subjective construal and interactional particles as invaluable
linguistic resources in Japanese conversation
6. Teaching thanking in Japanese: a conceptual approach to speech acts
Part III: Using conceptbased language instruction to teach Japanese grammar
7. Teaching motion verbs: perspective as foundational to Japanese grammar
8. Japanese benefactives and the speakers perspective
9. Teaching Japanese tense and aspect conceptually
10. Teaching the Japanese causative by incorporating insights from corpus
studies
11. The passive and the speakers perspective in Japanese: focusing on
undergoing
12. Moving forward with concept-based language instruction
Index
Kyoko Masuda is Professor of Japanese Applied Linguistics at the Georgia Institute of Technology. Her current research areas include Japanese discourse studies, applied cognitive linguistics, sociocultural theory, second language acquisition, and role language/mimetic words used in Manga.
Amy Snyder Ohta is Professor of Japanese Applied Linguistics at the University of Washington. Her research uses sociocultural theory to consider the learning and teaching of Japanese as a foreign language, interlanguage pragmatics, classroom research, interview research, and autoethnography.
Rie Tsujihara is Affiliate Assistant Professor of Japanese Applied Linguistics at the University of Washington, lecturer of Japanese at the University of Washington, and lecturer of Japanese at Cascadia College. Her research focuses on the learning and teaching of Japanese as a foreign language, both pragmatics and grammar, with a special interest in sociocultural theory.
