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In:Usage-inspired L2 Instruction: Researched pedagogy
Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park
[Language Learning & Language Teaching 49] 2018
► pp. 29–53

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Chapter 2
L2 developmental education and systemic theoretical instruction

The case of English verb+noun collocations

 | The Pennsylvania State University
 | National Taiwan University of Science and Technology
Published online: 13 February 2018
DOI logo with link
https://doi.org/10.1075/lllt.49.02lan
Abstract
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as make and do. Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: make and do. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
Article outline
  • Introduction
  • Conceptual knowledge
  • Concept formation and school instruction
  • Systemic theoretical instruction
    • Orienting basis of action
    • Materialization
    • Internalization
    • Verbalization
  • An STI study on L2 English verb+noun collocations
    • Background
    • SCOBAs
    • Quantitative results
    • Learner SCOBAS and languaging behavior
  • Conclusion
  • References
References (42)
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