This study developed and examined the effectiveness of an online concept-based language instruction (C-BLI) platform on the second language (L2) development of English modality, using a sequential explanatory mixed methods design (Creswell & Plano Clark, 2018). The focus on modality was chosen because of its importance in communication, the difficulty it causes for L2 learners, and the lack of effective treatment in textbooks (Tyler, 2012). This online C-BLI platform is grounded in sociocultural theory (SCT; Lantolf & Poehner, 2014) and cognitive linguistic (CL) analysis of modality (Sweetser, 1990; Talmy, 1988), with the former providing a developmental framework and the latter offering a linguistic framework. C-BLI based on synergy between the two is known to facilitate L2 development, particularly of complex linguistic features (Lantolf et al., 2021). However, to date no C-BLI study has focused on modality or delivered instruction with a fully computerized system. E-tutors are promising for enabling access to effective instruction, especially since SCT and CL are often unfamiliar to instructors and because it is difficult to translate them into rigorous and accessible pedagogical materials (Tyler, 2012).
In Phase 1 (instructional intervention), 78 L2 English learners at a US university were randomly assigned to concept-based instruction, rule-based instruction, or a control group. Learners' language use and conceptual understanding were measured before, immediately after, and one week after online learning, using multiple-choice and language analysis tasks. Results showed that learners in the C-BLI group made statistically significant and large gains in their conceptual understanding over time, and also demonstrated a clear advantage over the other two groups. The gains in their language use scores, however, were less sizeable. In order to gain further insights into these quantitative results and better understand the effectiveness of online C-BLI, six learners were systematically selected for Phase 2 (longitudinal follow-up), based on a cluster analysis of Phase 1 data. Learners' observations, understanding, and use of modality in daily life, and the roles of in-person mediation, were documented by language journal, journal discussion, and interview.
Findings from this study offer further evidence on using SCT and CL to inform L2 instruction and understand learner development. Methodologically, the use and strengths of principled integration in mixed methods research are exemplified. Pedagogically, similar theoretically-motivated and empirically-tested e-tutors can be developed for other L2s and other complex linguistic features.
References:
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327–342.
Sweetser, E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantic structure. Cambridge University Press.
Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12, 49–100.
Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. Routledge.
