Teaching L2 Writing through the Use of Systemic Functional Linguistics (SFL) (original) (raw)
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2016
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This article analyzed the functional text and register in Systemic-Functional theoretical framework. It explored how both register and genre realized in pedagogic models especially in English business writing course. In English as a foreign-language, writing for functional texts is considered important in teaching learning activities. The register and genre were considered in composing the application letter. It was used the teaching cycle of Genre Based Approach (henceforth GBA) to connect between register and genre in the writing functional text especially in writing application letter activities. There were the models of functional writing provided and the students followed the teaching cycle of GBA the students compose the letter of application. The most noticeable qualities of generic structures and tenor awareness tended to be emphasized by lecturer over less-evident lexico-grammatical patterns. It is also important of how the students’ recognize stages of formal letters. This...
TEFLIN Journal - A publication on the teaching and learning of English, 2015
This article reports on the results of a study aiming to investigate whether systemic functional linguistic genre pedagogy (SFL GP) can help students develop their writing ability in English and the students' opinions about the teaching program using SFL GP. The study was conducted in one semester with 19 student teachers taking a writing course on argumentative texts, in the English Department at a state university in West Java, Indonesia. The texts in focus were Exposition, Discussion and Response to Literary Works, but in the interests of space, the article will centre around Exposition. The study used a qualitative case study research design with data collected from participant observations for 16 meetings, analysis of students' texts collected over the program, and questionnaires distributed at the conclusion of the program. The results indicate that despite some aspects that still need improvement, SFL GP can generally help students develop their writing ability. Observation data show students' writing skill improvement supported by students' texts which depicts good control of the schematic structure and linguistic features of the texts in focus. Finally, questionnaire data reveal students' consciousness of improved writing skill and positive responses to each activity in the program. Based on the results of the study, it is recommended that SFL GP be implemented in other contexts in Indonesia and other countries.
A Systemic Functional Linguistics-based Analysis of Students’ Problems in Writing Exposition Text
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Among various texts taught in secondary schools, exposition text is considered one of the most challenging texts to be learned by students. Informed by Systemic Functional Linguistic theory, this study seeks to investigate what problems encountered by students in writing exposition. To achieve that, a sample of students' writing therefore was purposively taken to be analyzed using SFL Framework. The results of the analysis identified several challenges encountered by students in writing exposition text including the use of impersonal pronoun to create more objective feeling and attitude toward the issue being discussed and the use of proper structure to show plurality. In term of textual metafunction analysis, the challenges are in the form of the use of proper conjunctions (including internal and causal conjunction) to create strong connections between clause and the proper organization of Theme-Rheme in thematic progression.
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Systemic Functional Linguistics as a Desirable Approach to L 2 Writing Evaluation : A Case Study
2013
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Based on 2013 Curriculum, Personal Letter can be considered as one of the challenging text types that should be mastered by the students. This might be the reason why the text is taught in Senior High School Level. Therefore, it is crucial for the teachers to expand their knowledge regarding this type of genre to overcome students� problems faced during writing personal letter. This study is aimed to analyse student�s Personal Letter text based on three metafunctions in SFL perspective. It is expected that by identifying students� problems, teachers can decide and design appropriate pedagogical plan. The data of this descriptive qualitative study were analysed by using three metafunctions in Systemic Functional Linguistics (SFL). The result of the study reveals that the student�s major problems in producing Personal Letter text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and ...
Incorporating Systemic Functional Linguistics in the Unlock English Teaching Program
International Journal on Studies in Education (IJonSE), 2020
This research attempts to develop a supplementary writing teaching method that is compatible with the Unlock intermediate level students at Birzeit University. The purpose of the study is to also provide writing instruction regarding four general writing needs and for such students: understanding genre, using clause and sentence structure for chosen text types, developing a sense of audience, and writing coherently. The study is based on the framework of Systemic Functional Linguistics (SFL), and the writing instruction is provided through two teaching methodologies, Joint Construction and the Logical Tree. The sample of this study is 54 intermediate-level students of the Unlock program, 27 of whom comprised the control group, the remaining 27, the experimental group. Frequency tables were utilized to calculate the sum of the cohesive and structural devices used. Overall, the results revealed more use of the measured variables in the experimental group than in the control. In the experimental group, devices of nominalization, contrast, addition, reason, register, and voice were used 115, 34, 27, 49, 92, and 27 times, respectively. However, in the control group, the same devices were used 58, 19, 11, 19, 35, and 12 times, respectively. The researcher recommends further research be conducted on larger samples of different levels of English proficiency in order to identify additional needs and provide a more representative assessment.
Global Journal of Foreign Language Teaching, 2020
This research attempts to develop a supplementary writing teaching method that is compatible with the Unlock intermediate level students at Birzeit University. To achieve this goal, the study identifies four general writing needs and purposes for such students: understanding purpose and genre; using clause and sentence structure for these purposes and text types; developing a sense of audience and writing coherently. This review includes an overview of genre and the three register dimensions: ideational, interpersonal and textual. Writing instruction is provided through two teaching methodologies: Joint Construction and the Logical Tree which will be discussed thoroughly under the Methodology section. The sample of this study is 54 intermediate level students of Unlock English program; 27 of which were the control group and the other 27 were the experimental group. The overall results showed more use of the measured variables in the experimental group than in the control one.
Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method
International Education Studies, 2017
This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.