Exploring Boundedness for Concept‐Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect

This study investigated to what extent and how novice second-language (L2) Spanish learners use the cognitive linguistics-informed concept of boundedness support their development aspect—namely, preterite imperfect. The was presented within framework concept-based instruction (CBI) as part a regular, semester-long U.S. college course for true beginners (N = 16). sociocultural approach CBI has been found be effective other complex L2 phenomena with more advanced learners, but usefulness untested. Definition, comprehension, verbalization, performance data were triangulated measure instructional effectiveness. Results suggest that using supported students’ understanding aspect, evidenced by multiple measures conceptual development, well accuracy in aspect create personal narratives.