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A Classroom Application of Concept-Based Language Instruction (C-BLI)

Benhamlaoui, Maroua and Ganem Gutierrez, Gabriela (2022) 'A Classroom Application of Concept-Based Language Instruction (C-BLI).' Language and Sociocultural Theory. ISSN 2051-9702

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Abstract

This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice- Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.

Item Type: Article
Uncontrolled Keywords: Concept Based Language Instruction; C-BLI; Sociocultural theory; tense/aspect
Divisions: Faculty of Social Sciences > Language and Linguistics, Department of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 09 Feb 2022 19:23
Last Modified: 12 Aug 2022 11:02
URI: http://repository.essex.ac.uk/id/eprint/32250

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