Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle

Autor/in	Nagao, Akiko
Titel	Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle
Quelle	In: English Language Teaching, 13 (2020) 6, S.144-161 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Linguistics; College Freshmen; Language Proficiency; Grammar; Vocabulary Development; Language Usage; Essays; Writing Instruction; Writing (Composition); Writing Evaluation; Evaluators; Scoring Rubrics; Guidelines; Foreign Countries; Literary Genres; Comparative Analysis; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistik; Studienanfänger; Language skill; Language skills; Sprachkompetenz; Grammatik; Wortschatzarbeit; Sprachgebrauch; Essay; Aufsatzunterricht; Schreibunterricht; Schreibübung; Scoring formulas; Auswertungsbogen; Richtlinien; Ausland; Literarische Form
Abstract	This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how "the teaching learning cycle" influences students' understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students' understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students' pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students' understanding of essay writing can be used to explicitly examine their improvements. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01