Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced gramm...Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.展开更多
Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisit...Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisition of present aspect during second language acquisition. This paper also shows an analysis of the errors of the perfect aspect in EFL learners' language output.EFL learners have to spend much time understanding language transfer of L2, for it is a major cause of difficulties in the acquisition of English tense by EFL learners. The purpose of this paper is to illustrate the acquisition of present perfect tense.(1)Analyze f grammatical error of present perfect tense.(2) Illustrate the role of L1 in the acquisition of present perfect tense.展开更多
文摘Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.
文摘Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisition of present aspect during second language acquisition. This paper also shows an analysis of the errors of the perfect aspect in EFL learners' language output.EFL learners have to spend much time understanding language transfer of L2, for it is a major cause of difficulties in the acquisition of English tense by EFL learners. The purpose of this paper is to illustrate the acquisition of present perfect tense.(1)Analyze f grammatical error of present perfect tense.(2) Illustrate the role of L1 in the acquisition of present perfect tense.
