Concept Based Instruction: Enhancing Grammar Competence in L2 Learners

Abstract

Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language performances of these learners are still ‘off-target’ as they are still found not able to use the correct language expressions to serve their communicative needs. Investigation of the use of concepts in the learning and teaching of grammar may provide an alternative solution in enhancing learners’ L2 grammar competence. Known as Concept Based Instruction (CBI) this pedagogical approach that is predicated on Vygotskian thought, centres on promoting the quality of the grammar rules in helping learners to understand and use the grammar concepts to achieve their communicative needs. This article focuses on the principles found in CBI with the aim of exploring CBI’s potential and hence facilitate in-depth understanding of not only the structural forms but also the semantic meaning of the target language among L2 learners.

Coastal Students' Tense on Grammar Tense(s): A Rasch Model Analysis

“…Thai study also revealed that in spite of being able to have access in all tenses comfortably, students' low confidence leads them to be unsure to tense selection [37]. This finding was supported by [33] stating that the students of UiTM Kuantan Campus always have problems in understanding the concepts and rules of grammar tenses. Even though some students claimed that the grammar difficulties often troubled them in learning grammar tenses, they could survive and had good performance at grammar tenses.…”

“…Traditional grammar instruction, such as that of Audio-Lingual or PPP (Present-Practice-Production) views language learning as learning about the structure or grammar rules of the target language [33]. Moreover, rules are not modified or replaced in the course of acquisition; instead, new rules whose properties may be contradictory or incompatible with other rules are simply added [31].…”

“…Problems in understanding the concepts and rules of grammar tenses always come to the Pre TESL students of UiTM Kuantan Campus [33]. Besides, the failure of understanding the sentence structure also strikes them.…”

How Does Rasch Model Reveal Dishonesty between Coastal Students and Easy Grammar Test?

“…In addition, another finding also came to the similar result showing no a significant relationship between any of the four cheating classifications or professional misconduct and the characteristics of grade point average, gender, or level of parent's education (Winrow, Reitmaier-Koehler, & Winrow, 2015). Another report suggested that consciousness of the penalties toward academic dishonesty, including plagiarism, would certainly prevent cheating students (Guraya & Guraya, 2018). The recent studies deal with how the students engaged with the cheating deeds and exposed which gender was involved in cheating deeds more serious, revealed the causes of the cheating, their motives of cheating, and the media used to cheat.…”

“…Quantitative approach for descriptive was used dealing with this research (Creswell, 2014;Fauziati, 2017). The setting of the research was in one of universities located in Tanjung Pinang, Riau Archipelago, Indonesia.…”