Teaching English Tense and Aspect to EFL Graduate Students: A Concept-Based Language Instruction Perspective

Irrespective of language proficiency, many EFL language learners still have problems conceptualizing the English temporal system. Teaching L2 concepts in learners’ L1 or a mixture has, to some extent, facilitated the learning process, yet has lessened exposure to the target language in the EFL classroom. Grounded in Vygotskyan Sociocultural theory, the present work investigated the effectiveness of Gal'perin's Systemic-Theoretical Instruction (also Concept-Based Language Instruction) on teaching English temporality to three Iranian graduate students using L2 as the language of instruction. Through structural corroboration, the results revealed an overall metamorphic psychical transformation observed during participants’ verbal reasoning, conscious orientation, and mindful engagement when solving problems. Our data underpinned the facilitative role of SCOBAs in formulating L2 concepts. In addition, we posit that in classes with adequately proficient L2 learners it is possible to teach L2 items using the target language as the medium of instruction. This study has implications for language policymakers, curriculum planners, material developers, and teacher educators.