An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

Xuan, Winfred Wenhui

doi:10.1186/s40554-016-0038-9

Cited by 9 publications

(5 citation statements)

References 27 publications

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“…As such, the lexico-grammar used might carry the system of interpersonal meaning differently resulting from a paradigmatic description of context (Andersen et al, 2018;Hasan, 2014;Darong, 2015). Moreover, In agreement with (Murthy & Kumar, 2007;Xuan, 2017;Montes, Barboza, & Olascoaga, 2014)), a particular text may employ a particular distinctive characteristic among language used Third, the concept of mode is concerned with the nature of a text whether a text is categorized as spoken or written the mode. As both texts mostly used an anaphoric type of referential cohesion (Eggins, 1994), they belong to written mode.…”

Section: Types Of Referential Cohesionmentioning

confidence: 81%

From Clause to Function: Texts Analysis Using Systemic Functional Linguistics Theory and Its Pedagogical Implication in Language Teaching

Darong¹

2021

IJEFL

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Using Systemic Functional Linguistics (SFL) theory, this study was an attempt to investigate the metafunctions of language which are realized by register category of field, tenor, and mode existing simultaneously in texts. Employing qualitative approach with the use of discourse semantics analysis, two different selected newspaper texts were purposefully chosen as the source of data. Following the orientation of SFL, the writer modified the texts into some sentences and clauses which were subsequently analysed and compared regarding the objectives in question. The result of analysis shows that the field of texts was mostly concerned with physical actions and events employing both direct and indirect speech for the sake of information. Meanwhile, in terms of mode, Text I was more rhetoric and more detail in describing the event than text II. Yet, the level of modality in both texts was low and low in which there were not many actions of getting other people to do things. Aside from those two, this analysis revealed that the mode of both texts mostly used anaphoric types of referential cohesion indicating written mode. In the meantime, Text I had more number of conjunctions implying more explanative in giving information and cause and effect relation of the information. Of greater importance of this finding was that a paradigmatic description of context implying a meaning, system, and metafunctions of language and its pedagogical implication in language teaching.

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Section: Types Of Referential Cohesionmentioning

confidence: 81%

From Clause to Function: Texts Analysis Using Systemic Functional Linguistics Theory and Its Pedagogical Implication in Language Teaching

Darong¹

2021

IJEFL

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“…The students have to follow these successful templates or models from their teachers if they aim to excel in the exam. This exam-driven culture (Xuan 2015(Xuan , 2017 fundamentally impacts the design of the writing curriculum and the teaching of L2 writing in such a context, which, in return, exploits the students' learning opportunities, contradicting what Matthiessen (2006b) proposed, that learning a language is equal to accumulating different registers to be able to make meaning in the language.…”

Section: Homogeneity Of the Deployment Of Process Typementioning

confidence: 97%

Understanding experiential meaning-making in Chinese adolescent L2 writing: a systemic functional perspective

Xuan

2018

Asian. J. Second. Foreign. Lang. Educ.

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While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradition. Drawing on the framework of process type from systemic functional linguistics, the present study utilizes 500 pieces of texts from ten writing tasks written by a class of 50 Chinese high school students as the data to explore how these adolescent L2 writers deploy process types to instantiate the experiential meaning in their L2 English writing. Findings show that registerial difference exists in the deployment of process type in different writing tasks. In addition, simple, congruent process type is deployed in their writing. Pedagogical recommendations on how to include the system of process type in ESL writing are provided.

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“…Second, learning a language also means accumulating different registers or context of situations operating in different contexts, consequently gradually expanding one's registerial stock (Matthiessen 1999). In order to expand their learners' registerial repertoires, language instructors must empower learners by facilitating their engagement with different types of texts in different contexts (Xuan, 2017). Learning language is learning to understand meaning in text and to select and use the appropriate genre and lexicogrammatical resources in order to participate in sociocultural activities.…”

Section: The Role Of Social Semiotic Perspective In Language Learningmentioning

confidence: 99%

A Social Semiotic Analysis of Register Variables in the Indonesian Government-Distributed English Textbook

Yanto

Pravitasari

2022

englie

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While the inclusion of Genre-Based Approach (GBA) as language pedagogy globally has received extensive attention in recent years, research on evaluating ELT textbooks focusing on the register representation remains relatively scarce. Drawing on the framework of social semiotic text analysis as the functional variety of language and register theory: field, mode and tenor, the present study aimed to explore Indonesian Ministry of Education and Culture-endorsed secondary school English textbook from the perspective of textbooks as “a resource for making meanings—language as a social semiotic.” The findings revealed that language textbooks should be viewed as sociocultural artifacts that feature register or the context of situation representation. This article examines the research question in what ways register variables are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various genres and discursive resources. This critical analysis reveals that verbal texts with different genres in the textbook represent a myriad of contexts of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in analyzing and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a socio-semiotic agent, for instance.

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An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

Cited by 9 publications

References 27 publications

From Clause to Function: Texts Analysis Using Systemic Functional Linguistics Theory and Its Pedagogical Implication in Language Teaching

From Clause to Function: Texts Analysis Using Systemic Functional Linguistics Theory and Its Pedagogical Implication in Language Teaching

Understanding experiential meaning-making in Chinese adolescent L2 writing: a systemic functional perspective

A Social Semiotic Analysis of Register Variables in the Indonesian Government-Distributed English Textbook

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