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Learning Another Language with Conce...

Fernandez, Loretta.

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Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction./
Author:	Fernandez, Loretta.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10645820
ISBN:	9780355190731

Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction.
Fernandez, Loretta.

Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 199 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2017.

This dissertation examines how eight adult beginners of Italian as a foreign language (IFL) used a Schema of a Complete Orienting Basis of Action (SCOBA) to learn the concept of Genre and Register in the typified situation of a service encounter in a restaurant. During six two-hour lessons, students participated in the Concept-Based Approach to foreign language education (Negueruela, 2003; Negueruela & Lantolf, 2008) based on Gal'perin's (1967, 1992c) model of instruction. A qualitative analysis based on data from learners' classroom interactions and study abroad experiences revealed that the learners were able to transform their SCOBAs according to their own communicative needs. Accordingly, students developed awareness of how to use cultural and linguistic concepts to orient themselves in classroom tasks and in study abroad experiences in Italy with native speakers. Additionally, students were able to recognize typified and non-typified situations (i.e., Register variation), produce personalized language with native speakers, and make language choices depending on the cultural context and the context of the interaction. Implications of this research indicate that the study of SCOBAs helps researchers track discourse development from other-regulated to self-regulated performance. No studies have focused on how students make use of a SCOBA as a learning tool or have documented how they move from dependence on the tool to independent language performance in authentic contexts. Moreover, this study indicates that teaching specific Genres and Registers orients students in their language use in the classroom context and in the study abroad context and gives them agency and control over their interactions in a FL.

ISBN: 9780355190731Subjects--Topical Terms:

3172512
Foreign language education.

Learning Another Language with Conceptual Tools: An Investigation of Gal'perin's Concept-Oriented Instruction.
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520 $a This dissertation examines how eight adult beginners of Italian as a foreign language (IFL) used a Schema of a Complete Orienting Basis of Action (SCOBA) to learn the concept of Genre and Register in the typified situation of a service encounter in a restaurant. During six two-hour lessons, students participated in the Concept-Based Approach to foreign language education (Negueruela, 2003; Negueruela & Lantolf, 2008) based on Gal'perin's (1967, 1992c) model of instruction. A qualitative analysis based on data from learners' classroom interactions and study abroad experiences revealed that the learners were able to transform their SCOBAs according to their own communicative needs. Accordingly, students developed awareness of how to use cultural and linguistic concepts to orient themselves in classroom tasks and in study abroad experiences in Italy with native speakers. Additionally, students were able to recognize typified and non-typified situations (i.e., Register variation), produce personalized language with native speakers, and make language choices depending on the cultural context and the context of the interaction. Implications of this research indicate that the study of SCOBAs helps researchers track discourse development from other-regulated to self-regulated performance. No studies have focused on how students make use of a SCOBA as a learning tool or have documented how they move from dependence on the tool to independent language performance in authentic contexts. Moreover, this study indicates that teaching specific Genres and Registers orients students in their language use in the classroom context and in the study abroad context and gives them agency and control over their interactions in a FL.
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