Exploring the effectiveness of concept-based language instruction and SCOBAs in teaching verb-resultative construction to L2 Chinese learners

Abstract Based on sociocultural theory, this study investigates the impact of concept-based language instruction (C-BLI) on learners’ acquisition of a complex Chinese verb-resultative construction (VRC) and its application in acquiring speaking skills. Using the Scheme of a Complete Orienting Basis of an Action (SCOBA) as a pedagogical diagram and adopting both quantitative and qualitative approaches, this study compares the effects of C-BLI, rule-based language instruction (R-BLI), and no intervention on Chinese learners’ acquisition of grammatical knowledge and skills across proficiency levels. Seventy-two university students participated in the study, with a mixed ANOVA analyzing group, level, and time effects. Qualitative data from reflective journals were also used to complement the analysis. Findings show significant improvements in language knowledge and skill acquisition for both the C-BLI and R-BLI groups, with C-BLI proving particularly effective for beginners and intermediates. This demonstrates the efficacy of C-BLI in fostering language acquisition and enhancing speaking skills, with implications for its integration into L2 instruction, including Teaching Chinese as a Foreign/Second Language (TCFL/TCSL).