Understanding Textual Meaning-Making in Chinese High School EFL Learners' Writing: A Systemic Functional Perspective

Autor/inn/en	Xuan, Winfred Wenhui; Zhang, Dongbing
Titel	Understanding Textual Meaning-Making in Chinese High School EFL Learners' Writing: A Systemic Functional Perspective
Quelle	In: Australian Review of Applied Linguistics, 46 (2023) 1, S.29-53 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; High School Students; Writing (Composition); Grade 9; Writing Assignments; Phrase Structure; Text Structure; Connected Discourse; Writing Skills; Writing Instruction; Foreign Countries; Linguistics; Cues; Language Proficiency; English for Academic Purposes; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibübung; School year 09; 9. Schuljahr; Schuljahr 09; Phrasenstruktur; Textstruktur; Writing skill; Schreibfertigkeit; Schreibunterricht; Ausland; Linguistik; Stichwort; Language skill; Language skills; Sprachkompetenz
Abstract	The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students' writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels -- that is, clause, paragraph, and text -- from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01