Bridging the Gap between Theory and Practice: A Journey Through Conducting Genre-Based Research in Applied Linguistics Through Conducting Genre-Based Research in Applied Linguistics for Identifying and Analyzing Genres for Identifying and Analyzing Genres (original) (raw)
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The Conceptualization of Genre in Systemic Functional Linguistics
Jurnal RETORIKA: Jurnal Ilmu Bahasa, 2018
Genre constitutes the rhetorical features of a text and the semiotic communicative purpose(s) it serves. It has marveled Systemic Functional Linguistics' (SFL) scholars as to whether it should be treated as an aspect of the situational context (register) or as a distinct cultural semiotic system that correlates with texture-i.e. the three register categories of field, tenor, and mode. This paper aims to review the conceptualization of genre in the Systemic Functional Linguistics (SFL) tradition. Whereas Halliday associates genre with mode, Martin coordinates the three register variables of field, tenor, and mode in relation to social purpose. The elements of a schematic structure are generated by genre networks, which in turn preselect particular values of field, tenor and mode in a given culture. Both Halliday's context of situation and Martin's context of culture levels are dynamic connotative semiotic systems through which new meanings are created by the three processes of semogenesis. Genre is conceived as a distinct cultural semiotic system, rather than an aspect of 'mode', that correlates with texture. Martin later avoided the intertextual glosses context of culture and context of situation since Halliday used them for instantiation, and not supervenience. The three register variables of language organize information at the level of genre into coherent texts. Modelled as register and genre, the stratified model of context configures meanings not only through discourse semantics, lexicogrammar, and phonology but also through the prosodic phases of evaluation. Halliday calls this model appliable linguistics since it enables us to develop a powerful model of language that is both "theoretical" and "applied" (Mahboob & Knight, 2010).
Unpublished draft, 2018
This study will examine students and their teachers preparing to take the Cambridge C1 Advanced English (CAE) test at a private language academy in southern Spain. From a sociocultural perspective, viewing language use as social practice, it will attempt to (1) evaluate the CAE writing test construct validity through a comparative analysis of genre and lexicogrammatical realisational structures (n-grams) of students’ CAE writing in relation to students’ writing from university English taught programmes (ETPs), (2) critically interrogate CAE students’ and teachers’ explicit and implicit perceptions, beliefs and attitudes towards the CAE test and their practices in test preparation, and then (3) discuss any significant implications that may arise as a result. A range of theoretical approaches and methods, i.e. politeness theory and rapport management, which examine how people manage interpersonal relationships and achieve social goals, intercultural pragmatics, which investigates similarities and differences in cultural value systems and how they interact, critical discourse analysis, which attempts to address social injustices reflected and reinforced in private and public discourse, genre analysis, which investigates the relationship between recurrent patterns of language in use and its sociocultural context and functions, ethnography of communication, which describes social contexts in detail where language use is central in detail in order to critically examine language as social practice comprehensively and transparently, and corpus linguistics, which facilitates the analysis of large, machine readable repositories of samples of language in use, will be evaluated. Finally, possible outcomes of the proposed study and how applied linguistics as a discipline and the study in particular relate to each other will be discussed.
The Qualitative Report
In the book, Teaching and Researching ELLs’ Disciplinary Literacies: SFL in Action in the Context of US School Reform (2019), Meg Gebhard, professor of Applied Linguistics and co-director of the Secondary English Education Program at the University of Massachusetts, Amherst, USA, provides a comprehensive description to second language researchers, multilingual learners, language teachers, and teacher educators of how Halliday's Systemic Functional Linguistics (SFL) can be applied to give ELLs access to the language and literacies they need to succeed across the curriculum. Throughout the chapters, Gebhard provides convincing evidence that mastering their various grammars and genres (text types) is equally important. This well-referenced book is a valuable resource for practitioners and educators who want to expand their understandings of how language works and how to best support its development in school settings. Gebhard offers a straightforward introduction to SFL-based liter...
Systemic Functional Linguistics and its Application to Foreign Language Teaching
2016
Este trabajo describe los conceptos basicos acerca de la relacion entre la Linguistica Sistemico Funcional y la ensenanza de lenguas; asi como el desarrollo historico de esta escuela funcional e implicaciones que lleven a la comprension de su papel en la ensenanza de lenguas. La discusion incluye la relacion entre la teoria y su aplicacion; y diferentes orientaciones metodologicas en la ensenanza de lenguas; asi como el papel del conocimiento explicito del lenguaje. Desde una perspectiva de la LSF; la teoria y la practica no se consideran como separadas; ni en una relacion jerarquica; sino en una relacion dialectica. Se puede clasificar la LSF dentro de los enfoques metodologicos comunicativos en cuanto a la ensenanza de lenguas; como una teoria del lenguaje con una base lexico gramatical extensiva. La LSF toma una posicion que enfatiza el papel positivo del conocimiento explicito del lenguaje y su uso; especialmente el conocimiento acerca de la conexion entre los fenomenos del disc...
Literary fiction, ranging from traditional folk tales to experimental fiction, is a highly privileged genre in high school subject English classrooms. However, rarely do teachers and students analyze from a critical perspective how particular patterns of language (e.g. transitivity, modality) function to construct characters, setting and ideological world views in fiction . The chapter first provides a theoretical and literature overview on how an SFL instructional approach to literary narrative fosters critical language awareness . It then chronicles how an urban high school teacher immersed her upper level students in an SFL analysis of the patterns of appraisal, identification and modality in the popular novel Harry Potter . This apprenticeship afforded students with metalinguistic resources to support and refute critical readings of this literary genre (e.g. related to gender, social power relations). The chapter concludes by discussing how a critical SFL instructional approach to literary fiction can be extended to other genres and used in multiple settings with students of contrasting ages, abilities, and backgrounds-to engage students in thinking critically about the relationship between language, power and world view.
2021
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 t...
Systemic-Functional Linguistics and Its Implication in Foreign Language Teaching
2016
Applied-linguists study language use in context such as the contexts associated with specialized registers (e.g., business or academic), contexts for language learning (e.g., classrooms and study abroad programs), and contexts for language assessment (e.g., speaking and writing tests). As a result, many of them are interested in linguistic theory that takes into account the contextual dimensions of language. Systemic Functional Linguistics (SFL) views language as a social semiotic resource people use to accomplish their purposes by expressing meanings in context (Halliday, 1985). This perspective is refreshing to applied linguists since it offers a framework for their work. In SFL, language must be studied in contexts such as professional settings, classrooms, and language tests.
Language Education and Systemic Functional Linguistics
NOBEL: Journal of Literature and Language Teaching
The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language education, being the former widely recognized due to its potentiality to encourage both reflection and action for the participants involved. Recent empirical studies were located and thoroughly reviewed, which shed light on the three most researched areas including text analysis and literacy intervention, classroom discourse, and the language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly proposed.
A Review of Genre Approaches within Linguistic Traditions
Language for Specific Purposes International Journal, 2015
This paper reviews three major approaches to genre analysis; Rhetorical Genre Studies (RGS), English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL). Based on the review, it is noted that RGS is an approach which regards genre as a form of social action involving analysis of genre through detailed accounts of the social and cultural contexts with an emphasis on how a genre fulfills its social purpose and actions. On the other hand, ESP is an approach which views genre as a communicative event characterised by their communicative purposes as well as rhetorical features where the discourse community acts as those which recognises and sanctions the acceptance of a genre. The final genre approach, which is SFL, perceives genre as the cultural purpose of texts, achieved through a genre’s structural and realisational patterns where meanings are made within the genre. Overall, the ESP and SFL approaches share fundamental view that linguistic features of texts are connected to social context and function. Thus both of the approaches take on a linguistic approach in describing genres. RGS, in contrast, investigates genres through the study of society in which genre is being used thus taking an ethnographic approach to analysis of genres. This paper concludes with a discussion on the concept of genre presented in the various approaches and the possible emergence of other approaches in the study of genre.