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An Investigation into the effects of COVID-related school policies on the teaching and learning of English as a second or foreign language
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 82 |
Localities in critical literacy practice: a critical review of the frameworks
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| 84 |
Thinking of taking a language in year 11 and 12? Here's what you need to know
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| 85 |
Introducing critical literacy to pre-service English teachers through fairy tales
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Novianti, N. - : Universidad de Valencia * Departamento de Didactica de la Lengua y la Literatura, 2021
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| 87 |
A trialectical approach to understanding classroom readiness' for teaching literacy
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| 88 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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| 89 |
Facilitating agency and engagement : visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people
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| 91 |
Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach
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Abstract:
This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers. The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position. Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.
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Keyword:
Argumentative; Bridging; ESL; Second language (L2); SFL; Systemic Functional Linguistics; Writing
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URL: http://hdl.handle.net/10393/41941
https://doi.org/10.20381/ruor-26163
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| 92 |
Pride and Prejudice: Annotated with Reading Strategies
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In: Secondary Level Resources (2021)
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| 93 |
Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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| 94 |
ESL A2 optional class for 7th grade students
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In: Instructional Design Capstones Collection (2021)
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| 95 |
Caught between Spaces: Korean Adult EFL/ESL Female Speakers’ Negotiating Social Identities in Online English Study Groups
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In: Doctoral Dissertations (2021)
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| 96 |
WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
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| 97 |
PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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| 98 |
Morphological Awareness Instruction for ESL Students’ Vocabulary Development and Reading Comprehension
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 41-51 (2021) (2021)
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| 99 |
A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 9-24 (2021)
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| 100 |
YU Belong@Library ; Teaching, learning and leading development of mobile-enhanced academic practices
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