At the heart of mastering a language, second language(L2) learners must be able to make sense of the function, meaning and structure of the language system that operates in the target language as to equip them with the language proficiency needed. Subsequently, this paper focuses on an alternative approach, known as GLOw@CBI to enhance learners’ understanding of the grammatical tense and aspect of L2 English. Grounded by the theoretical principles of Vygotskian’s mediation theory (1978) and Cognitive-grammar model (Radden & Dirven 2007), the strength of this approach lies in the representation of the grammar items using concepts, that are presented using various multimedia annotations to motivate and enhance learners’ mastery of the L2. To explore the potential of GLOw@CBI as an alternative pedagogical solution, analysis of learners’ pre-post-tests results and their views regarding the approach are investigated to ascertain the effectiveness of this pedagogical grammar approach. In essence, findings gained from the study evidently suggest that GLOw@CBI provides an alternative platform, especially to low proficiency learners who are otherwise easily distracted, to focus on their English language learning performance and hence enhance their mastery of the target language.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
