Abstract
This article presents a case study of the development of second language (L2) sociopragmatic knowledge in an intermediate-level US university learner of French, Jane (a pseudonym), who participated in a one-hour concept-based instruction (CBI) tutorial. Grounded in a Vygotskian perspective on developmental education, this research focuses on the teaching of scientific, or theoretical, concepts as a way of mediating language learners’ developing understanding of and ability to use the L2 for meaning-making purposes. The focus of the present study is on sociopragmatic concepts related to the choice between French second-person pronouns, TU and VOUS. An in-depth moment-to-moment, microgenetic analysis traces how changes in Jane's cognitive functioning (i.e., conceptual knowledge) arose in and through her engagement in the CBI tutorial, which included collaboration with an expert tutor as well as access to such mediating artifacts as written concept explanations and pedagogical diagrams.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
