Concept-Based Instruction for Enhancing Understanding and Use of English Tense and Aspect Markers by Algerian Learners of L2 English

This study reports on an investigation of the potential of Concept-Based Instruction (CBI) 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. CBI was compared to a traditional grammar presentation model based on PPP. Two intact classrooms (total N = 45 participants) Arabic native speakers from an Algerian University participated in the study. The study also reports on the role of verbalization as a key component of CBI and compared individual versus dyad-based verbalization. Finally, the study reports on the participants’ attitudes towards the two different types of pedagogical intervention. Drawing on a pre-post-delayed post-test research design as well as qualitative analysis of verbalization, the study revealed the effectiveness of the CBI model -over traditional instruction- for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms. The qualitative analysis revealed interesting insights into the way the participants used language to enhance their metalinguistic understanding; interestingly, no difference was found regarding verbalization mode with both individual and dyad-based modes appearing to be equally useful as mediational tools to facilitate understanding of the target concept. The study also revealed that participants appeared to have more positive attitudes towards the traditional treatment than CBI even though the latter provided better results.