ABSTRACT
In this chapter, the authors illustrate Schemas for the Orienting Basis of Actions (SCOBAs) in conjunction with their discussion of a study on teaching Chinese pragmatic word order. They briefly review some of the recent studies carried out using Concept-Based Instruction (CBI) for L2 classroom development. In the case of language, the authors certainly acquire everyday understandings of their primary communicative system that are often saturated with ideology such as the mistaken assumptions that a community's language will become corrupted if foreign words are adopted by its speakers, or that bilinguals are not only linguistically but also cognitively defective. Furthermore, CBI, because it relies on conceptual knowledge, privileges theories of language such as cognitive linguistics and systemic functional linguistics, that foreground meaning rather than structure. The authors focus on Gal'perin's proposal, which has thus far been favored by L2 researchers.
