Concept-Based Language Instruction Effects for Second and Heritage Language Learners: The Case of Korean Speech Level

Abstract

Abstract Concept-Based Language Instruction (C-BLI) has been shown to be an effective approach for teaching second language (L2) learners complex grammatical features. However, it is unclear whether C-BLI is equally effective for heritage language (HL) learners. 30 L2 and 27 HL learners of Korean completed a series of tasks designed in a pre-intervention-post-test model that focused on speech level through verbal morphology of honorific second-person address forms. The positive change seen in self-reported understanding of speech level from pre- to post-test in both groups was not significantly different, indicating equal self-reported gains in understanding, regardless of group. However, the qualitative analysis showed differences in the ways that L2 and HL learners verbalized their understanding and appropriateness judgments of speech level. The findings provide evidence that HL learners benefit equally in overall growth, although slightly differently in how they develop, from C-BLI.