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Concept-based instruction (C-BI) has proven to be effective in improving students’ command of grammar items used out of context by offering the students revision lessons, but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear. To probe C-BI’s effect on students’ use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization, that is, the Schemas of a Complete Orienting Basis of an Action (SCOBAs), we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment. The qualitative and quantitative analysis of the results shows that i) in both out-of-context use and in-context use, accuracy of using the target tenses is higher after C-BI intervention; ii) by improving their conceptual knowledge through C-BI, the students are helped to pin down reference time and are hence more certain in using the target tenses. Moreover, they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre; iii) both in simple contexts or complex contexts, the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.

Narrating the Past in Different Contexts: C-BI Approach to the Present Perfect and Past Simple