Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach

Cheng, Fei-Wen; Chiu, Miao-Chin

doi:10.1016/j.system.2017.11.003

Cited by 18 publications

(8 citation statements)

References 25 publications

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“…Then codes from different data sources, interviews, and the collected artifacts, were compared within and across different cases to converge into themes through the recursive process of shuttling between the collected data and existing literature. For example, drawing upon the existing studies about teachers’ use of GBA (e.g., Gebhard et al, 2013 ; Tardy, 2017 ; Cheng and Chiu, 2018 ; Worden, 2018a , b , 2019 ; Li et al, 2020 ; Kindenberg, 2021 ), the codes “translating to L1,” “using mind maps” were categorized into the theme of strategies for scaffolding, together with the other two themes: the strategies to facilitate collaboration and strategies of localization. In the fourth stage, the themes were inductively grouped into three major categories, corresponding to the research focus of teachers’ understanding of GBA (i.e., knowledge), implementation of GBA in teaching writing (practices), and the perceived constraints on their GBWI practices (challenges).…”

Section: Methodsmentioning

confidence: 99%

“…Over the past 20 years, the significance of genre-based approach (GBA) has gained traction in scholarship related to the second and foreign language writing pedagogies ( Troyan, 2016 ; Cheng and Chiu, 2018 ; Accurso and Gebhard, 2021 ; Kindenberg, 2021 ; Troyan et al, 2022 ). Though the discussion of genre traditions varies in terms of three schools, Systemic Functional Linguistics, English for Specific Purposes, and North American New Rhetoric ( Hyon, 1996 ), scholars generally agree on defining it as a “socially recognized way of using language in response to the reoccurring communicative situations” ( Worden, 2019 .…”

Section: Introductionmentioning

confidence: 99%

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A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Liu

Chen²

2022

Front. Psychol.

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While the genre-based approach (GBA) has assumed increasing prominence in discussions of writing pedagogy for diverse classrooms, little is known about how secondary school student-teachers understand and adopt genre pedagogies in the English as a foreign language (EFL) writing class. Based on the data from semi-structured interviews and teaching materials, this study examined Chinese EFL student-teachers’ knowledge and use of genre-based writing instruction (GBWI) during the teaching practicum and explored the challenges they encountered in enacting it. The findings demonstrated that teacher informants showed some familiarity with genre pedagogies, especially in terms of scaffolding the linguistic features and semantic patterns in the focused genres. However, they were generally confused over the connection between language, content, and context, and their GBWI practice scarcely involved the explicit teaching of the linguistic and semantic choices for a specific audience and context, which gave rise to some perceived tensions in the teaching reality. Further probing has revealed the complex interplay between Chinese EFL student-teachers’ professional knowledge, perceived difficulties, and genre instructional practice in the secondary school writing class. The study concludes with practical implications for the student-teachers’ professional development of effective GBA.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Liu

Chen²

2022

Front. Psychol.

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“…Along with the related developments of a hardware system, the rising appropriateness of language learners has been described for the effects of learning. Cheng and Chiu (2018) presented a case study that focused on the improvements made during a lesson unit on descriptive writing. The study results showed that two pre-intermediate level writers described increased control in the usage of interpersonal, conceptual, and textual resources related to the descriptive genre.…”

Section: Literature Reviewmentioning

confidence: 99%

Decision Support System for Prioritizing Self-Assurance of Academic Writing Based on Applied Linguistics

Yang

Nazir

2022

Front. Psychol.

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Based on applied linguistics, this study looked at the decision support system (DSS) for emphasizing self-assurance in academic writing. From a generic perspective, academic writing has been considered both a process and a product. It has highlighted the planning composite processes, editing, composing, revising, and assessment, which depend upon the familiarity of someone with confidence in their capability for engagement in these activities. As a product, it has focused on the writing results through the product’s characteristics. These contain specific content areas in acceptable depth and well-structured technical vocabulary. Higher education aims to support students in optimizing their potential for achieving satisfactory outcomes. For example, the assessment of grades involves academic writing, contributing to the degree course classification. Students have differences in many respects, such as expectations, background knowledge, and study and learning approaches. There were varying students’ beliefs about what academic writing is for evaluation. Modern-day motivations and theories highlight the significance of students’ confidence in their studies. The role of high confidence can support students to apply more effort toward setting challenging goals. Students may find it more difficult to succeed in higher education if they lack confidence in their academic writing abilities. A DSS has many applications in diverse areas and can play a significant role in the ranking and prioritization process. The current study has considered the DSS for prioritizing self-assurance in academic writing based on applied linguistics. Various criteria were considered for the evaluation of the research. The Super Decision software was used for the experimental process of the proposed research. The results of the study show the effectiveness of the proposed research.

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“…Since then, many other scholars in world language education have investigated SFL pedagogies in a variety of world languages to gauge their potential to develop students' abilities to communicate in various modes and genres. Examples include written (Yasuda, 2011) and spoken (Herazo, 2014) texts in English as a foreign language, spoken texts in Italian (Fernandez, 2017), written recounts in Arabic (Abdel-Malek, 2019), and descriptions in Chinese (Cheng & Chiu, 2018), Japanese (Kawamitsu, 2015), and Spanish (Troyan, 2014(Troyan, , 2016. Together, this expanding body of work in world language education highlights the potential of SFL and genre pedagogies to enable world language teachers to better support students' developing ability to communicate first in strings of related sentences and then in fully connected discourse in the target language across a variety of specific spoken and written genres and for a variety of purposes.…”

Section: Sfl and Genre In World Language Educationmentioning

confidence: 99%

“…Since then, many other scholars in world language education have investigated SFL pedagogies in a variety of world languages to gauge their potential to develop students’ abilities to communicate in various modes and genres. Examples include written (Yasuda, ) and spoken (Herazo, ) texts in English as a foreign language, spoken texts in Italian (Fernandez, ), written recounts in Arabic (Abdel‐Malek, ), and descriptions in Chinese (Cheng & Chiu, ), Japanese (Kawamitsu, ), and Spanish (Troyan, ).…”

Section: Introductionmentioning

confidence: 99%

A case for a functional linguistic knowledge base in world language teacher education

Troyan

Sembiante

King

2019

Foreign Language Annals

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This article contributes to broader discussions of the knowledge base for language teacher education; the standards and policies that inform world language teacher education; and the need for a systematic, principled, and robust theory of language to underpin contexualized world language teaching and learning. Specifically, it proposes that the foundation for world language teacher education be broadened and that the linguistics component of the ACTFL/CAEP Program Standards for the Preparation of Foreign Language Teachers be more clearly defined. The argument is supported using data from a longitudinal ethnographic case study that depicts a candidate's appropriation of systemic functional linguistics (SFL) first as a world language teacher candidate and then as a novice teacher in his first year of teaching. Findings depict the candidate's learning and flexible use of SFL and the associated genre pedagogy to contextualize language use for his students across multiple levels of instruction. Given its alignment with contemporary goals as stated in the World‐Readiness Standards for Learning Languages, instructional approaches, and assessment paradigms, SFL seems to hold great potential as a contextualized and unifying theoretical foundation for world language teacher education.

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Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach

Cited by 18 publications

References 25 publications

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

Decision Support System for Prioritizing Self-Assurance of Academic Writing Based on Applied Linguistics

A case for a functional linguistic knowledge base in world language teacher education

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