iReasearch学术科研网

This article constructs a concept⁃based instructional activity model, grounded within the framework of Activity Theory, for reinterpreting the five phases of the SLA newly⁃emerged pedagogy, concept⁃based in⁃struction. The model elaborates on the six elements, including mediation in different instructional activities. A microgenetic case study is presented in this article to focus on actual meditational tools in the model as well as the sociocultural factors affecting their utilization. The results are that L1 is the psychological mediation for thinking while L2 is the target language meaning⁃making tool; the schema and physical objects promote the student’s memory; conceptual knowledge is the essential sociocultural cognitive tool, etc. Their usage is influenced by factors such as teacher’s beliefs, students’L2 competence, instructional time and task, the nature and goals of activities, and teacher identity and standing.