Abstract:

In today's globalized world, proficiency in a foreign language, particularly English, is increasingly essential, offering significant educational and life advantages. Concurrently, there is a growing recognition of the need to preserve and promote minority languages, which translates into the development of comparative linguistic studies and pedagogical tools that acknowledge learners' native language backgrounds. This research addresses the critical challenge of teaching foreign language temporal relations, specifically those expressed by non-finite forms, within a monolingual classroom setting - that is, without recourse to an intermediary language. This approach requires leveraging the minority learners' native language (L1) knowledge implicitly, by understanding its structural and conceptual differences to anticipate and address potential learning difficulties. Non-finite temporal expressions present a significant pedagogical hurdle due to their complex and context-dependent meanings. This study aims to investigate effective strategies for L1-informed direct instruction of these forms, exploring how an awareness of minority language structures can enhance teaching methodologies. The findings will offer valuable insights for developing more effective and inclusive foreign language curricula tailored for minority language speakers.

Keywords:

Minority language, non-finite form, participle, temporal relation, context.