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This multiple case study explored the roles that functional second-language concepts (FL2Cs) played in learners’ oral L2 communication and development in a Colombian English as foreign language (EFL) classroom. Particularly, the study sought to describe how learners’ conceptual language knowledge and potential to mean during oral L2 communication c...
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... OF FIGURES Figure 1. Organization of context, language, and expression (from Feez & Joyce, 1998, p. 8) ... 15 Figure 2. The teaching-learning cycle (Rothery andStenglin, 1994, in Martin, 1999 ...
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... explains this organization into levels through the notion of stratification. Rose (in press) provides a succinct and clear explanation of the organization of language use into the levels or strata shown in Figure 1, which I quote in full: ...
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... Rose's explanation, the level of context consists of genre and register (i.e., context of culture and context of situation), the level of content is made of text and clauses (i.e., discourse-semantics and lexicogrammar), and the level of expression consists of phonemes and graphemes, hence their differentiation into shaded or un-shaded circles in Figure 1. ...
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... other words, what matters is that language use, in whatever length, has meaning for somebody and is "doing some job in some context" for it to be considered a text (Halliday & Hasan, 1989, p. 10). In stratal terms (see Figure 1 above), texts occupy an intermediary position between context and grammar, condensing these two aspects within a recognizable and unified linguistic entity, as I explained above. As I will explain later, this property of texts will also be a primordial component of the conception of L2 development as concept-mediated textual activity proposed in this work. ...
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... Vygotsky (1986, p. 205) noted, "the absence of a system is the cardinal psychological difference distinguishing spontaneous from scientific concepts" (emphasis in original); it is this particular trait that makes academic concepts consequential for development (ibid). Continuing with our example, an understanding of social communication cannot be gained from SFL's concept of text alone, but from how this concept interacts with other concepts from all the dimensions or strata of language as defined by SFL (see Figure 1 in section 2.1). Finally, academic concepts are disciplinary situated; that is, concerned with the topics and concerns of a particular area of study as expressed in disciplinary discourse (Bazerman, 2012). ...
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... the first stage students are presented with a verbal explanation or definition that introduces all the essential elements of an academic grammatical concept (e.g., explanation of mood, or aspect). In the second stage, number two in Figure 1, the verbal explanation is complemented with a material representation or 'materialization' of the grammatical concept. Such materialization needs to include all the essential features of the concept and can consist of a graph, flowchart, table, or even a clay model (Serrano-Lopez & Poehner, 2008). ...
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... CB research, however, I emphasize that developing learners' potential to mean also requires the use of concepts from all the dimensions of language so that learners can orient their meaning-making activity. Specifically, the view of L2 development as concept-mediated textual activity underscores that any attempt to promote purposeful and contextualized L2 use through instruction needs to include concepts of how language works at the level of genre, register, discourse-semantics, lexicogrammar, and expression (see Figure 1 in section 2.1). The rationale for that position comes from SFL's view that people construe meaning in texts in a top-down fashion. ...
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... multistratal description allowed me to construct system networks of learners' L2 choices for the genres under study at each one of the stages of the teaching-learning cycle (see Figure 13, page 157). A system network is a visual representation of the repertoire of linguistic resources available to learners (Perret, 2000) for creating meanings within a specific genre or text. ...
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... spontaneous concepts appeared less frequently than academic concepts in Yini's talk ( Figure 1). Spontaneous concepts constituted 100% at TP1 and 53% at TP2, but went to 0% ...
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... also used several nominalizations: saludar-saludo (greet-greeting), despedirse-despedida (to say goodbye-goodbye), motivar-motivación (motivate-motivation), and pagar-pago (to paypay). Figure 10 shows Julia's alternating use of congruent and non-congruent forms for presentarse (to introduce oneself). ...
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... sum, Transcript 13 illustrates the academic nature of Alicia's talk. Figure 11 confirms, quantitatively, that a qualitative change did occur in Alicia's concepts. Indeed, spontaneous concepts constituted 100% before instruction (TP1) and 59% at the beginning of instruction (TP2), but 0% in the extension stage (TP9), when academic concepts reached 100%. ...
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... used various nominalizations during the research (Appendix Q), some of which evolved from congruent verb forms. Figure 12 shows Alicia's alternating use of congruent and noncongruent forms for explicar (to explain). ...
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... actividad es explicar una rutina diaria (the activity is to explain a daily routine) (June 13) Figure 12. Explicar and explicación in Alicia's talk ...
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... to the examples in Figure 12, Alicia used explicar and explicación once each at TP5, and explicación once again at TP6. At TP7 she used explicar only, five times during pair work analysis of a recipe text. ...
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... TP7 she used explicar only, five times during pair work analysis of a recipe text. At TP8 Alicia used explicación three times and explicar once; the example in Figure 12 comes from a private verbalization task. Finally, at TP9 Alicia used explicar only, nine times, to name the routine genre. ...
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... first example for TP9 comes from her analysis of a routine text, the second occurred as Alicia and her partner planned their routine presentation. The alternation shown in Figure 12 also happened for presentarse-presentación (introduce-introduction), saludar-saludo (greet-greeting), and solicitar-solicitud (to requestrequest). Similar to Julia but unlike Yini, Alicia did not combine nominalizations in complex nominal groups; unlike Julia and Yini, she did not use nominalizations in the extension task. ...
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... more appropriate realization in those texts would have been to use a declarative to give a command or an imperative with inclusive subject (i.e., let's, as in let's cut the grapes in half). Figure 14 shows a system network of Yini's L2 choices from the Mood system, for realizing meaning during shopping exchanges and recipes. Compared to her choices from the Mood system in shopping exchanges (see Figure 13 above), during recipes Yini's meaning-making potential expanded to the system options imperative:inclusive] choices (e.g., let's cut the apples in half), negative polarity, or interrogatives to realize the recipe genre. ...
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... 14 shows a system network of Yini's L2 choices from the Mood system, for realizing meaning during shopping exchanges and recipes. Compared to her choices from the Mood system in shopping exchanges (see Figure 13 above), during recipes Yini's meaning-making potential expanded to the system options imperative:inclusive] choices (e.g., let's cut the apples in half), negative polarity, or interrogatives to realize the recipe genre. ...
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... resources from the Mood system Julia used in exchanges are mapped below. Figure 15 reveals that Julia used several resources from the L2 Mood system to realize meaning when shopping or selling, most of them at TP4. Only 30% of those resources were major clauses (e.g., [it's] four dollars), whereas 70% were minor clauses such as greetings (e.g., ...
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... third exchange started with another request by S14 (A2, turn 7), to which Julia complied both verbally (A1, turn 8) and physically by handing the goods (A11, turn 8). Julia also performed as customer, as in the next transcript from the farmers market. ...
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... Julia realized some of the constituents of the template non-linguistically, as in variation number 1 in Table 28 Figure 16 reveals that 53% of Julia's meaning-making resources from the Mood system were major clauses whereas 47% were minor clauses like greetings, thanks and other (e.g., sure, absolutely). The frequency of Julia's major clauses increased towards the end of instruction. ...
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... L2 resources from the Mood system that Alicia used are mapped in Figure 17. Alicia used slightly less major than minor clauses during shopping exchanges, the latter to greet, thank, or comply. ...
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... choice of an inclusive imperative (e.g., let's peel the mango) or metaphorical command (e.g., we peel the mango) would have been more desirable. Figure 18 shows the complete Mood system network for Alicia's interpersonal L2 choices during shopping exchanges and recipes. that Alicia used more major than minor clauses by the end of instruction (TP8). ...
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... in this sense were intriguing: Whereas Yini had recourse to other forms of mediation and to spontaneous concepts before instruction, she increasingly replaced those tools with FL2Cs. Figure 19 plots FL2Cs, spontaneous concepts, non-mediated performance, and other forms of mediation (OFM) for Yini. Yini's FL2Cs increased considerably at TP3 and TP7, during joint construction, to later decrease at TP4 and TP8 during independent construction. ...
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... similar situation occurred at TP9 during instruction on daily routines. As shown in Figure 19 above and in Appendix T, all three learners required FL2Cs and OFM in order to perform in this new genre, the former mostly for making sense and for planning. Although all three learners had recourse to OFM during performance, only Yini and Julia used the L2 choice decisions they had written in their planning charts. ...
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... various factors such as learners' lack of familiarity with CB instruction and a lack of L2 learning experience may account for such differential mastery, two other possible reasons were revealed in the findings: learners varied in how agentive they were in using FL2Cs and also in how willing they were to adopt FL2Cs as mediating tools. For instance, Yini relied more on FL2Cs than on other forms of mediation (e.g., reading from a script, getting support from the teacher, spontaneous concepts) throughout instruction (see Figure 19 above), whereas Julia and Alicia used FL2Cs to a lesser extent (see Appendix T). In addition, Yini engaged in all tasks that involved FL2Cs eagerly and continuously volunteered to participate, whereas Julia and Alicia frequently engaged in off-task talk and found it boring to use the SCOBAs. ...
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... that FL2Cs were consequential for L2 learning does not imply that FL2Cs were consequential from the onset of instruction until the end. Findings revealed that when a new genre was introduced, the tasks were challenging, or teacher support was withdrawn, learners' used spontaneous concepts and other forms of mediation more frequently than FL2Cs (see Figure 19 and Appendix T). This indicates that the process of developing FL2Cs is marked by "regression, gaps, zigzags, and conflicts" (Vygotsky, 1997, p. 221). ...
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... of the transformation that took place in learners' L2 activity was confirmed in quantitative terms (see Figure 19 and Appendix T). Indeed, it was found that learners' use of Consequently, she read from the model text of a routine description in place of her oral performance. ...
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... are those ways that learners oriented to the task that were not presented in the lessons and that did not involve the concepts introduced by instruction (e.g., reading from a script, numbering the expressions for shopping in order). Rather than being replaced completely, however, OFM resurfaced when learners faced challenging tasks (e.g., oral performance) or at the start of instruction on a new L2 genre (see Figure 19 and Appendix T). One interpretation of that situation may be, as I have noted several times already, that FL2Cs may eventually take over OFM as long as repeated opportunities for meaningful practice and teacher mediation are provided (Ferreira & Lantolf, 2008). ...
