Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

  • Rita de Cássia Veiga Marriott
  • Patrícia Lupion Torres
Part of the Advanced Information and Knowledge Processing book series (AI&KP)


This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student’s reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of “concept mapping”. An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.


Foreign Language Collaborative Learning Meaningful Learning Fellow Student Summative Assessment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Arbea, J. e Campo, F. D. (2004) Mapas Conceptuales Y Aprendizaje Significativo de Lãs Ciências Naturales: Análisis de Los Mapas Conceptuales Realizados Antes Y Después de La Implementación de Un Módulo Intruccional sobre La Energía. In: Cañas, A.J., Novak, J. D. and González, F. M., Concept Maps: Theory, Methodology, Technology. (pp. 45–48). Proceedings of the First International Conference on Concept Mapping. Vol. 2, PamplonaGoogle Scholar
  2. Bastos, H. H. (1998) A escrita no ensino de uma língua estrangeira: Reflexão e prática. In V. L. M. Paiva (Ed.) Ensino de Língua Inglesa: Reflexões e expressões. Campinas:PontesGoogle Scholar
  3. Brown, D. (1994) Teaching by Principles: an Interactive approach to Language Pedagogy, New Jersey: Prentice Hall RegentsGoogle Scholar
  4. Bull, G. (2006) mLearning. Beyond eLearning: practical insights from the USA — Global Watch Mission Report, 31–34. Available at 36688MR.pdf, retrieved in 25.07.2007
  5. Chinnery, G. M. (2006). Emerging technologies: Going to the MALL: Mobile Assisted Language Learning. Language Learning and Technology, 10(1), 9–16. Available at, retrieved in 25.07.2007Google Scholar
  6. Gonzáles, T., Bermejo, M. L. e Mellado, V. (2004) Los Mapas Congnitivos Elaborados a Partir de Entrevistas, Un Procedimento de Análisis para Comprar Las Concepciones Del Profesorado Sobre La Enseñanza de Las Ciencias. In: Cañas, A.J., Novak, J. D. and González, F. M., Concept Maps: Theory, Methodology, Technology. (pp. 201–205). Proceedings of the First International Conference on Concept Mapping. Vol. 2, PamplonaGoogle Scholar
  7. Hassard, J. (2004) Meaningful Learning Model — Georgia State University. Available at, retrieved in 08.03.2004
  8. Marriott, R. C. V. (2004). Do LOLA — Laboratorio On-Line de Aprendizagem ao LAPLI — Laboratorio de Aprendizagem de Linguas: uma Proposta Metodologica para o Ensino Semi-Presencial em Ambiente Virtual. (From LOLA — The Online Learning Lab — to LAPLI — The Language Learning Lab: a Methodological Proposal for a Hybrid Course in a Virtual Environment) Curitiba, PUCPR. (Masters Thesis)Google Scholar
  9. Marriott, R. and Torres, P. (2006) LAPLI — The Languages Learning Lab: A methodological proposal for a hybrid course in a virtual environment. In: P. Zaphiris and G. Zacharia (Eds.), User-Centered Computer Aided Language Learning. (pp. 133–151). USA: Idea GroupGoogle Scholar
  10. Moreira, M. A. (1999) Aprendizagem significativa. Brasilia: Editora da UnBGoogle Scholar
  11. Moreto, V. P. (2002) Construtivismo — a produção do conhecimento em aula. 3rd edition, Rio de Janeiro:DP&AGoogle Scholar
  12. Morón, C. M. A. (2004) Los Mapas Conceptuales en Humanidades: El Quijote, La Cultura. In: Cañas, A.J., Novak, J. D. and González, F. M., Concept Maps: Theory, Methodology, Technology. (pp. 447–455). Proceedings of the First International Conference on Concept Mapping. Vol. 1, PamplonaGoogle Scholar
  13. Muirhead, B. (2006) Creating Concept Maps: Integrating Constructivism Principles into Online Classes. International Journal of Instructional Technology and Distance Learning 3(1). Available at, retrieved in 25.07.2007
  14. Nicholls, S. M. (2001) Aspectos pedagógicos e metodológicos do ensino de inglês. Maceió/EDUFALGoogle Scholar
  15. Novak, J. D. (2003) The Theory Underlying Concept Maps and How To Construct Them. Cornell University. Available at, retrieved in 20.08.2003
  16. Novak, J. D. and Canas, A. J. (2004) Building on new constructivist ideas and Cmap tools to create a new Model for Education. In Canas, A. J., Novak, J. D. and Gonzales, F. M. (Eds.), Concept maps: Theory, methodology, technology. Proceedings of the First International Conference on Concept Mapping. Pamplona, Spain: Universidad Publica de NavarraGoogle Scholar
  17. Novak, J. D. and Gowin, D. B. (1999) Aprender a aprender. Lisboa: Plátano Edições TécnicasGoogle Scholar
  18. O’Reilly, T. (2005) What is Web 2.0 — Design Patterns and Business Models for the Next Generation of Software. Available at, retrieved in 25.07.2007
  19. Reynolds, J. (2004) Collaborative Learning. Writing Center — Prentice Hall, Pearson,2004. Available at,8308,1034767-site_search_frame,00.html, retrieved in 03.03.2004
  20. Silva, M. (2001) Sala de Aula Interativa. Rio de Janeiro:Quartet, 2a. ed.Google Scholar
  21. Smith, B. L., and MacGregor, J. T. (1992) What is collaborative learning? In: Collaborative learning: A sourcebook for higher education. University Park: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania: Pennsylvania State UniversityGoogle Scholar
  22. Telebinezhad, M. R. (2007) The Effect of Explicit Teaching of Concept Mapping in Expository Writing on EFL Students’ Self-regulation. The Linguistics Journal 2(1).Available from, retrieved in 25.07.2007
  23. Torres, P. L. (2002) O Laboratório On line de Aprendizagem: uma proposta crítica de aprendizagem colaborativa para a educação. Florianópolis, UFSC (Doctoral Thesis)Google Scholar
  24. Torres, P. L. (2007) Trama do conhecimento. In: Torres, P.L. (org.) Alguns fios para entretecer o pensar e o agir. Curitiba: SENAR-PRGoogle Scholar
  25. Torres, P. L. and Bochniak, R. (2003) Na Pedagogia da Pesquisa a resposta para os temas transversais. In: Torres, P.L. (org.) Uma leitura para os temas transversais. Curitiba: SENAR-PRGoogle Scholar

Copyright information

© Springer-Verlag London 2014

Authors and Affiliations

  • Rita de Cássia Veiga Marriott
    • 1
  • Patrícia Lupion Torres
    • 2
  1. 1.Department of Hispanic Studies & Centre for Modern LanguagesUniversity of BirminghamBirminghamUK
  2. 2.Department of EducationUniversidade Católica do ParanáCuritibaBrazil

Personalised recommendations