Promoting conceptual development through mediation : an investigation of Gal'perin's concept-based instruction of genre in Chinese EFL writing classrooms
In sociocultural research on second language (L2) learning, there has been a growing interest in concretising Vygotskian principles in the language classroom. Galâperinâs model for Concept-Based Instruction (CBI) has been seen as a promising framework that unifies the theoretical principles and educational practices. Through systematic use of mediating tools, Galâperinâs CBI aims to promote learnersâ internalization of abstract concepts, which Vygotsky regarded as psychological tools for development. The present study explored the use of CBI in L2 writing by conceptualizing L2 writing development as a process of internalizing the concept of genre, a complex yet often oversimplified concept in L2 writing instruction. Adopting a mixed methods approach, this research investigated both the effect and the process of genre-based CBI in promoting learnersâ understanding of the concept of genre and writing performance. The study implemented a four-month CBI intervention on genre. Drawing on Systemic Functional Linguistics, the concept of genre was operationalized and taught through its underlying principles of the relationship between contextual factors (i.e., field, tenor and mode) and textual realisations.
Fu, Zhuxia
mediation ; concept-based instruction ; genre ; L2 writing
Promoting conceptual development through mediation : an investigation of Gal'perin's concept-based instruction of genre in Chinese EFL writing classrooms. In sociocultural research on second language (L2) learning, there has been a growing interest in concretising Vygotskian principles in the language classroom. Galâperinâs model for Concept-Based Instruction (CBI) has been seen as a promising framework that unifies the theoretical principles and educational practices. Through systematic use of mediating tools, Galâperinâs CBI aims to promote learnersâ internalization of abstract concepts, which Vygotsky regarded as psychological tools for development. The present study explored the use of CBI in L2 writing by conceptualizing L2 writing development as a process of internalizing the concept of genre, a complex yet often oversimplified concept in L2 writing instruction. Adopting a mixed methods approach, this research investigated both the effect and the process of genre-based CBI in promoting learnersâ understanding of the concept of genre and writing performance. The study implemented a four-month CBI intervention on genre. Drawing on Systemic Functional Linguistics, the concept of genre was operationalized and taught through its underlying principles of the relationship between contextual factors (i.e., field, tenor and mode) and textual realisations.
conceptual development mediation investigation gal concept based_instruction genre chinese efl write classroom sociocultural second_language learning grow_interest principle language_classroom gal model concept based_instruction see promise framework unifies theoretical principle educational_practice systematic use mediating tool gal aim_promote learner abstract_concept regard psychological tool development present_study explore use write conceptualize write development process concept genre complex yet often concept write instruction adopting mixed_method investigated effect process genre based promote learner concept genre write performance study implement month intervention genre drawing systemic_functional_linguistics concept genre taught underlying principle relationship contextual_factor field tenor mode textual realisation