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Title: Individual versus collaborative verbalisation for understanding tense / aspect marking in L2 English : exploring concept-based instruction for L1 Malay learners
Author: Harun, Haliza
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2013
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Abstract:
Within the Sociocultural theory-mind, Vygotsky, proposed the concept of mediation that views human activity as being mediated. Accordingly, the fundamental notion underlying the concept of mediation posited by Vygotsky is crucial in understanding the Vygotskian pedagogical approach known as Concept Based Instruction (CBI). This pedagogical approach centres on three principles namely, concepts are seen as the minimal pedagogical unit, concepts have to be materialized and fmal1y concepts must be verbalized as the act of (self) explanation and a psychological tool for gaining regulation(Negueruela 2008; Lapkin et al 2008). The purpose of this study was to gain better understanding of the role and value of verbalization, manifested by individual and dyadic collaborative verbalization activity, in enhancing learners' understanding of Simple past, Present Perfect and Past Continuous. 32 first-year undergraduate Malay learners of second language (L2) English took part in this study. Data collected included Pre/Post Metalinguistic (MLK) and Cloze tests and microgenetic analysis of High and Low achievers' protocols who gained the most/least benefit from the CBI session. Results showed 1) verbalization helped both groups of learners to improve in their understanding of the target concept; 2) Specific semiotic mechanisms (e.g. , types of Languaging Units and discourse markers) were used as cognitive tools to establish meanings and connections of the information presented 3) there exists a positive relationship between the quantity and the quality of verbalization and learners' L2 performance; 4) Paraphrase, Analysis and Integration-type LDs were key components in learners' fruitful verbalization. However, CBI seems to offer more benefit in the learning of the metalinguistic aspect of language rather than use of language, due to its strong emphasis on explicit knowledge. This investigation emphasises the crucial role of verbalization as a cognitive tool to achieve self-regulation, as advocated by Vygotsky's theory of mediation
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605177  DOI: Not available
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