Concept-based Instruction About English T-type And V-type Expressions In Interpersonal Interaction-Social Cultural Theory Perspective

In the recent years, concept-based instruction, as one of the second language instructions, has been used widely. The concept-based instruction is applied to teaching concepts of some words and grammars so that the second language learners are able to get better achievement. However, the development of the second language socio-pragmatic knowledge is neglected, which causes the communication barrier between the second language learners and its native speakers. To further enhance the teaching validity in English class and remove this barrier, the research tries to analyze concept-based instruction in the socio-pragmatic domain and explore what role concept-based instruction plays in developing the socio-pragmatic knowledge. And this thesis has the following research questions:1) What factors can improve the acquisition of socio-pragmatic knowledge about English T-type and V-type expressions in interpersonal interaction? 2) What are the functions of concept-based instruction in acquisition of socio-pragmatic knowledge about English T-type and V-type expressions in interpersonal interaction? 3) What is the dynamic process of concept-based instruction about English T-type and V-type expressions in interpersonal interaction? The research only chooses English T-type and V-type expressions in interpersonal interaction as the object aiming to explore the significance of the concept-based instruction well, because there is so much content in the second language socio-pragmatic knowledge. In addition, it selects as the research subject an English learner who is not familiar with relevant knowledge and executes a case study in the qualitative way. After three stages including pre-tutorial stage, tutorial stage and post-tutorial stage, as well as one month observation, the research has the following major findings:1) The familiar factors in socio-pragmatic knowledge about T-type and V-type in interpersonal interaction between Chinese and English such as age, social status and so on can help the learner's acquisition; 2) Concept-based instruction reshapes the learner's relevant thinking by virtue of related concepts of English T-type and V-type in interpersonal interaction so that the learner can internalize relevant variants about English T-type and V-type in interpersonal interaction; 3) The learner acquires socio-pragmatic knowledge about English T-type and V-type in interpersonal interaction after teaching scientific concepts-question tests-self retell.According to the above analyses, it appears obvious that the application of Concept-based instruction in the acquisition of second language socio-pragmatic knowledge will make the effect of teaching better, reflect and meet thinking development of learners and finally make our learning best effectively.