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Research Article
Using Systemic Functional Linguistics and the Genre-Based Approach in EFL Classroom Language Communities of Practices
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.20 No.2 (2023.06)바로가기
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- 페이지
- pp.316-337
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A432419
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5,800원
원문정보
초록
- 영어
- This study explores the process by which university-level learners of English as a Foreign Language (EFL) develop their understanding of composing academic essays. A series of lessons utilizing the genre-based approach to instructional writing, alongside the systemic functional linguistics (SFL) framework, were implemented. A classroom unit was treated as a single community of practice (CoP) to understand social learning; anthropology and social theory (CoPs), literacy pedagogy (genre-based approach), and linguistics (SFL) were conceptually connected for theorization. Participants wrote pre- and post-academic essays, and then reviewed each other’s essays using the SFL framework to answer the question “What did you learn from the genre analysis of your peer’s essay?” These reflections on learning shared through journals and interview data were analyzed to answer the question “What literacy strategies connected to learners’ cognitive and metacognitive knowledge can be found in their reflections on learning?” This cognitive and metacognitive knowledge was categorized into six features: top-down strategies, bottom-up strategies, the interactive approach to strategies, initial assessment, ongoing assessment, and the elaboration of strategies. Both bottom-up and top-down strategies were identified in the journals, especially among high-proficiency learners. EFL learners with lower English proficiency focused on the selection of lexical resources, a bottom-up strategy.
목차
Abstract
Introduction
Literature Review
Systemic Functional Linguistics
Cognitive and Metacognitive Knowledge
Relationship Between the Genre-Based Approach and CoP
Research Objectives
Methodology
Research Participants
Lesson Plans for Classroom Interventions
Data Collection
Data Analysis
Results
Phase 1-1: Recount Analysis
Phase 1-2: Discussion Genre
Phase 2: Micro-Analysis of Learning-Reflection Journals of High- and Low-Proficiency Groups
Phase 3: Interviews
Discussion
Conclusion
Acknowledgments
The Author
References
키워드
genre-based writing instruction communities of practices cognitive strategies metacognitive knowledge저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.20 No.2
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