Writing as meaning-making : a systemic functional linguistic approach to EFL writing / / Winfred Wenhui Xuan

• Autore: Xuan Winfred Wenhui
• Pubblicazione: Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (365 pages)
• Disciplina: 428.0071051
• Soggetto topico: English language - Study and teaching (Secondary) - Chinese speakers; English language - Study and teaching; Second language acquisition; Anglès; Adquisició d'una segona llengua
• Soggetto genere / forma: Llibres electrònics
• Nota di bibliografia: Includes bibliographical references (pages 313-338).
• Nota di contenuto: Intro -- Foreword -- Acknowledgement -- Preface -- ABBREVIATIONS AND ACRONYMS -- Contents -- List of Figures -- List of Tables -- CHAPTER ONE INTRODUCTION -- 1.1 Research Background -- 1.2 Research Objective -- 1.3 Research Questions -- 1.4 Research Significance -- 1.5 Organization of this book -- 1.6 Summary -- CHAPTER 2 LITERATURE REVIEW -- 2.1 Introduction -- 2.2 The tradition of genre in educational contexts -- 2.2.1 Introduction -- 2.2.2 Comparison of the three schools -- 2.2.3 SFL genre -- 2.2.4 Application of SFL genre in L2 context: the case of Georgetown University -- 2.2.5 Summary of this section -- 2.3 Learning how to mean in adolescent L2 writing -- 2.3.1 Introduction -- 2.3.2 Literature on comparison of adolescent L1 and L2 writing -- 2.3.3 Literature on adolescent L2 writing instruction and related issues -- 2.3.4 Summary of the section -- 2.4 Functional approach to language learning -- 2.4.0 Introduction -- 2.4.1 Halliday's pioneering study of child's language development -- 2.4.2 Hasan and her team's contribution: semantic network in mother-child talk -- 2.4.3 Painter's research on language development -- 2.4.4 Derewianka's contribution: children's grammatical metaphor development -- 2.4.5 Torr's study on modality and grammatical metaphor in children's language -- 2.4.6 Christie's holistic study on writing development -- 2.5 Conclusion of the chapter -- CHAPTER 3 METHODOLOGY -- 3.0 Introduction -- 3.1 Theoretical framework -- 3.1.1 Systemic Functional Linguistics -- 3.1.2 Context-based text typology -- 3.2 Research questions of this study -- 3.3 The Settings and culture of this study -- 3.3.1 The context -- 3.3.2 The research site -- 3.3.3 The participants -- 3.4 Data collection -- 3.4.1 Description of the data -- 3.4.2 Stages in data collection -- 3.4.3 Transcription of the data -- 3.4.4 Analysis of the data. ; 3.5 Summary of the chapter -- CHAPTER 4 FINDINGS: CONTEXTUAL ANALYSIS -- 4.1 Introduction -- 4.2 Literature review -- 4.2.1 Genre studies in primary and secondary education -- 4.2.2 Genre studies in tertiary education -- 4.2.3 Text typology studies -- 4.2.4 Learning path at primary and secondary level -- 4.2.5 Research questions -- 4.3 Methodology -- 4.4 Results and findings -- 4.4.1 Background of the writing journey -- 4.4.2 Field of activity: socio-semiotic process -- 4.4.3 Findings based on Halliday's theory of register and Martin's genre -- 4.5 Discussion -- 4.5.1 Recommending: the dominant text type -- 4.5.2 Tenor awareness -- 4.5.3 Culturally marked text -- 4.5.4 Variations of genres -- 4.6 Summary of the chapter -- CHAPTER 5 FINDINGS: THEMATIC ANALYSIS -- 5.1 Introduction -- 5.1.1 THEME in systemic functional linguistics -- 5.1.2 Previous studies based on thematic analysis -- 5.1.3 Frameworks of thematic analysis -- 5.2 Methodology -- 5.2.1 Coding -- 5.3 Results and findings -- 5.3.1 Overall deployment of different types of Themes -- 5.3.2 Multiple and simple Theme -- 5.3.3 Markedness -- 5.3.4 Thematic progression patterns -- 5.3.5 Macro-hyper Theme overall employment -- 5.3.6 Summary of the findings -- 5.4 Discussion -- 5.4.1 Theme as an element in illustrating registerial difference -- 5.4.2 THEME as enabling resource -- 5.4.3 THEME as an indicator of language proficiency -- 5.5 Summary of the chapter -- CHAPTER 6 FINDINGS: INTERPERSONAL ANALYSIS -- 6.1 Introduction -- 6.2 Overview of MODALITY study in language development -- 6.2.1 MODALITY studies in L1 development contexts -- 6.2.2 MODALITY studies in L2 context -- 6.2.3 Gaps from the previous studies and research questions -- 6.3. Methodology -- 6.3.1 MODALITY in systemic functional linguistics -- 6.3.2 Data collection -- 6.4 Findings and results -- 6.4.1 Overall employment. ; 6.4.2 Types of MODALITY -- 6.4.3 Orientation -- 6.4.4 Value -- 6.4.5 Realization -- 6.5 Discussion -- 6.5.1 Registerial difference in modal resources employment -- 6.5.2 Over-use of modal auxiliary "can" -- 6.5.3 Congruency as an indicator of students' language proficiency -- 6.5.4 Summary of the modal resources deployed in the students' writing -- 6.6 Summary of the chapter -- CHAPTER 7 FINDINGS: EXPERIENTIAL ANALYSIS -- 7.1 Introduction -- 7.2 Review of studies on TRANSITIVITY -- 7.2.1 Academic writing -- 7.2.2 Studies of literature -- 7.2.3 Critical discourse analysis -- 7.2.4 Multimodality -- 7.2.5 Pedagogical discourse -- 7.2.6 Medical discourse -- 7.2.7 Gaps from the previous literature and research questions -- 7.3 Methodology -- 7.3.1 TRANSITIVITY model in SFL -- 7.4 Results and findings -- 7.4.1 Process type -- 7.4.2 CIRCUMSTANTIATION -- 7.4.3 Case study -- 7.4.4 Discussion -- 7.5 Summary of the chapter -- CHAPTER 8 FINDINGS: LOGICAL ANALYSIS -- 8.1 Introduction -- 8.2 Literature review -- 8.3 Methodology -- 8.3.1 Theoretical framework -- 8.3.2 Coding of the data -- 8.4. Results -- 8.4.1 Overall deployment of taxis and logico-semantic relations in the students' writing -- 8.4.2 Registerial comparison -- 8.4.3 Case study -- 8.5 Discussion -- 8.5.1 Simple, congruent deployment -- 8.5.2 High- frequency of paratactic: extension: addition -- 8.5.3. Registerial differences -- 8.5.4. Skewing of enhancement clauses -- 8.6 Summary of the chapter -- CHAPTER 9 DISCUSSION AND CONCLUSIONS -- 9.1 Summary of the major findings -- 9.1.1 Findings of research question (1) -- 9.1.2 Findings of research question (2) -- 9.2 Discussion -- 9.2.1 Learning how to mean in a second language -- 9.2.1 Registerial differences -- 9.2.2 Culturally marked texts -- 9.2.3 Homogeneity of their writing styles and contents -- 9.2.4 Tenor awareness in construing registers. ; 9.2.5 Congruent realization of different types of linguistic resources -- 9.2.6 Limited linguistic resources demonstrated -- 9.3 Implications of the present study -- 9.3.1 School as an institution -- 9.3.2 Implication for writing curriculum design -- 9.3.3 Implication for L2 writing pedagogy -- 9.3.4 Implication for the reconceptualization of the current L2 English education -- 9.4 Contribution of the present study -- 9.4.1 Methodological and theoretical contribution -- 9.4.2 Curriculum design contribution -- 9.4.3 Pedagogical contribution -- 9.5 Limitations of the present study -- 9.6 Future research direction -- References.
• Titolo autorizzato: Writing As Meaning-Making
• ISBN: 9789811903205; 9789811903199
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910559395403321
• Lo trovi qui: Univ. Federico II