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<br /><b>Infoling 4.24 (2013)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Tesis doctoral: </b><br />García, Próspero N.. 2012.
Verbalizing in the Second Language Classroom: The Development of the
Grammatical Concept of Aspect. University of Massachusetts Amherst
(Estados Unidos), Department of Languages, Literatures and
Cultures.<br /><b>Enlace externo</b>: <a
href="http://scholarworks.umass.edu/open_access_dissertations/640/"
target="_blank">http://scholarworks.umass.edu/open_access_dissertations/640/</a><br
/><b>Información de:</b> Próspero N. García
<pg289@camden.rutgers.edu><br />Compartir: <a
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/><b>Director/a de tesis: </b>Eduardo Negueruela Azarola<br /><br
/><b>Descripción</b><br /><p>Framed within a Sociocultural Theory of
Mind (SCT) in the field of Second Language Acquisition (Lantolf &
Thorne, 2006), this dissertation explores the role of verbalizing in
the internalization of grammatical categories through the use of
Concept-based Instruction (henceforth CBI) in the second language (L2)
classroom.<br /><br />Using Vygotsky's (1986) distinction between
scientific and spontaneous or everyday concepts applied to L2
development (Negueruela, 2008), this study focuses on the teaching and
potential development of the grammatical concept of aspect in the
Spanish L2 classroom, and the role of verbalizing in its
internalization. It is proposed that verbalizing mediates between the
learners' initial understandings of the grammatical concept of aspect,
the development of conscious conceptualizations, and students' written
and oral production of preterite and imperfect grammatical forms.<br
/><br />This study presents and analyzes data from one of the
thirty-two adult college students enrolled in an advanced Spanish
conversation course.<br /><br />Data is analyzed through a clinical
analytic approach, which has its roots in Vygotsky's (1978) genetic
method of analysis. The study was carried out over a 12-week period
and collected multiple sets of developmental data, including learners'
definition of the grammatical concept of aspect, written performance
protocols, and verbalization data recorded during two oral interviews.
The study interprets learner performance in these three complementary,
and dialectically connected types of L2 conceptual data. A close
analysis of this participant's data provides critical insights to
understand the role of verbalizing in L2 conceptual development.<br
/><br />Findings confirm that learners' verbalizations are key factors
to ascertain L2 conceptual development, as well as a mediational tool
that fosters learners' internalization of the grammatical concept of
aspect. It is proposed that verbalizing notably contributes to
research on L2 development. Not only does it allow the researcher to
have a more comprehensive picture of L2 development, but it also helps
learners develop a more sophisticated semantic understanding of the
grammatical concept of aspect and fosters their ability to understand
and control relevant grammatical features in L2 communication.</p><br
/><b>Área temática:</b> Español como lengua extranjera (ELE),
Español como segunda lengua (EL2)<br /><br /><b>Índice</b><br
/><p>1. INTRODUCTION<br />1.1 Statement of Purpose.<br />1.2 Relevance
of the present study .<br />1.3 Research question in the context of
the present study.<br />1.4 Overview of the dissertation.<br /><br
/>2. CONCEPTUAL DEVELOPMENT, VERBALIZATION AND DA <br />2.1
Introduction: Research and Pedagogical Practice.<br />2.2 Conceptual
development from a SCT perspective.<br />2.3 From ZPD to ZPOD:
Exploring potential L2 development .<br />2.3.1 ZPOD and the L2
classroom.<br />2.4 Verbalizations that lead to conceptualization.<br
/>2.4.1 Languaging.<br />2.4.2 Thinking and Speaking: Concept
formation through verbalizations.<br />2.5 Towards a pedagogical model
aimed towards L2 development.<br />2.5.1 Negueruela’s take on STI:
Concept-based Instruction in the L2 classroom.<br />2.6 DA: Bridging
the gap between instruction and assessment.<br />2.6.1 The origin of
Dynamic Assessment.<br />2.6.2 Interactionist Vs. Intenventionist DA:
Tuning Assessment to the learner’ ZPOD.<br />2.7 Conclusion .<br
/><br />3. RESEARCH DESIGN AND METHODOLOGY<br />3.1 Introduction.<br
/>3.2 The Genetic Method.<br />3.2.1 The grammatical concept of aspect
as the minimal unit of instruction.<br />3.2.2 Research question.<br
/>3.3 The course .<br />3.4 Data Collection.<br />3.4.1 Personal
data.<br />3.4.2 Ethnographic data.<br />3.4.3 Data for L2 development
as a conceptual process.<br />3.4.3.1 Definition data.<br />3.4.3.2
Performance data.<br />3.4.3.3 Verbalization data.<br />3.5
Participant profile and commentary of relevant issues.<br />3.5.1
Julian’s personal data.<br />3.6 Ethnographical data: Implementation
of CBI instruction in the Spanish classroom.<br />3.6.1 Pretest. <br
/>3.6.2 Pedagogical Intervention: CBI instruction of the grammatical
concept of aspect and group distribution.<br />3.6.3 Implementing CBI
in the classroom: The teaching of aspect.<br />3.6.3.1 Session 1.<br
/>3.6.3.2 Session 2.<br />3.6.3.3 Session 3.<br />3.6.3.4 Session
4.<br />3.6.3.5 Session 5.<br />3.6.3.6 Session 6.<br />3.6.3.7
Sessions 7 & 8: Group Dynamic Assessment.<br />3.6.4 Posttest.<br
/>3.7 Conclusion .<br /><br />4. DATA ANALYSIS AND DISCUSSIONS:
INSIGHTS INTO LEARNER L2 DEVELOPMENT<br />4.1 Introduction.<br />4.1.1
Notes about abbreviations and transcription conventions.<br />4.2 The
concept of Aspect as the minimal unit of analysis.<br />4.3 Definition
data.<br />4.3.1 Data Analysis Procedure.<br />4.3.1.1 Establishing an
ideal definition of the grammatical concept of aspect.<br />4.3.1.2
Determining the ideal features that form a concept.<br />4.3.1.3
Learner’s definitions before and after CBI instruction.<br />4.3.2
Analysis of the Learners’ definitions before and after CBI
instruction.<br />4.3.3 Conclusions.<br />4.4 Data analysis from
performance data.<br />4.4.1 Data analysis procedure for performance
data.<br />4.4.2 Learner’s performance before and after CBI
instruction.<br />4.4.3 Analysis of the learner’s performance before
and after CBI instruction.<br />4.4.4 Conclusions.<br />4.5
Verbalization data.<br />4.5.1 Verbalizing and its connection to L2
development.<br />4.5.2 Data analysis procedure for verbalization
data.<br />4.5.2.1 Shifts in the quality of the mediation needed to
solve a task as markers of L2 conceptual development. <br />4.5.2.2
Learner’s verbalizations before and after CBI. <br />4.5.2.3
Verbalizing: The value of the learner’s theoretical concept as a
tool for internalization.<br />4.5.2.4 Conceptualizing during
verbalizations and its relation to L2 conceptual development.<br
/>4.5.3 Conclusions.<br />4.6 Conclusion .<br /><br />5. CONCLUSIONS
AND IMPLICATIONS <br />5.1 Summary of the Study <br />5.2 Review of
Findings <br />5.3 Limitations of the Present Study <br />5.4
Directions for Future Research <br />5.5 Final thoughts <br /><br
/>APPENDICES<br />A. INFORMED CONSENT FORM <br />B. SPANISH 301
SYLLABUS – SPRING 2009 <br />C. BIO-DATA QUESTIONNAIRE <br
/>D. BIOGRAPHICAL AND LANGUAGE SURVEY <br />E. DIDACTIC MODELS FOR
VERBALIZING THE CONCEPT OF ASPECT <br />F. SCENARIO USED FOR GROUP
DYNAMIC ASSESSMENT <br />G. SAMPLE CLASS ACTIVITIES <br />H. WRITTEN
PERFORMANCE TOOL <br />I. QUESTION FOR DEFINITION DATA <br /><br
/>BIBLIOGRAPHY</p><br /><b>Fecha de lectura o defensa:</b> 6 de agosto
de 2012<br /><br /><b>Número de págs.:</b> 218<br /><br
/><b>Correo-e del autor/a:</b> <pg289@camden.rutgers.edu><br
/><br /><b>Información en la web de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/T102.html" target="_blank">
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