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Article published In: Pedagogical Linguistics
Vol. 3:1 (2022) ► pp.84–107

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Concept-based instruction for applied L2 acquisition

Systematic review

ORCiD logo with link | CENTAL, IL&C, UCLouvain | Fukuoka University | TeAMM, IL&C, UCLouvain
 | CENTAL, IL&C, UCLouvain | TeAMM, IL&C, UCLouvain
Published online: 27 July 2021
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https://doi.org/10.1075/pl.21006.zak
Abstract
This study’s objective is to present an overview of experimental applications of Concept-Based Instruction (CBI) for Second Language Acquisition. CBI aims to describe complex grammatical notions in a thorough manner in order to facilitate their acquisition. Even though CBI is still considered as a recent domain in language teaching, the growing body of research makes it timely to present a systematic review, which is currently lacking. In the present paper, we will first describe the theoretical background upon which CBI is grounded. Then, we will carry out an analysis of 29 CBI studies in which a classroom experiment was performed, with the objective of considering the strengths and limits of this teaching method.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Vygotsky’s socio-cultural theory of mind
    • 2.2Concept-based instruction
  • 3.Research methodology
  • 4.Overview of the studies carried out between 2003 and 2019
  • 5.Challenges and avenues for future research
  • 6.Conclusion
  • Notes
  • Bibliography
References (53)
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