Systemic Functional Linguistics and Advanced Second Language Proficiency

Ryshina‐Pankova, Marianna

doi:10.1002/9781119261650.ch2

Cited by 5 publications

(3 citation statements)

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“…The design of this study is informed by the view that language is “ a functional tool necessary for making sense of experience or for construing experience into meaning ,” (Ryshina‐Pankova, 2018, p. 10, original emphasis). The emphasis on language as a functional tool guides the creation of tasks, units, and other instructional materials around the meanings connected to forms rather than around forms in isolation.…”

Section: Literature Reviewmentioning

confidence: 99%

Uncertainty is in the Form: A functional, meaning‐based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”

Walter

2024

Die Unterrichtspraxis

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There is a need for a continued focus on language learning in advanced language classes beyond the foundations that are formed in the beginning and intermediate levels. Despite this need, little work exists on how to implement language‐focused instruction in upper‐level courses. As one possible solution, this paper outlines a functional, meaning‐based approach to teaching language that could be easily adopted by all instructors, regardless of their professional training and/or research interests. As an example of this approach, the study described in this paper investigates the instruction of Subjunctive 1 through its function as indirect speech in a literary context. Eight participants in a fourth‐semester German course engaged with the Subjunctive 1 form through a lesson focused on Kafka's authorial choices in the text Vor dem Gesetz that create a sense of uncertainty. This approach complements the traditional teaching of Subjunctive 1, such as in journalistic contexts, by centering it as a tool for meaning making in an author's lexicogrammatical toolkit. An analysis of pre/posttests that included both quantitative and qualitative data was used to assess the effectiveness of the approach. The results indicate an overall positive effect for the instruction but also individual variation by the learner. These findings support both the utility of and need for functional, meaning‐based approaches in upper‐level courses. Finally, I discuss how this type of approach could be adopted for any linguistic feature and by any instructor teaching advanced courses to support students’ linguistic growth throughout the curriculum.

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Section: Literature Reviewmentioning

confidence: 99%

Uncertainty is in the Form: A functional, meaning‐based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”

Walter

2024

Die Unterrichtspraxis

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“…The major difference between advanced-high level and superior level is that advanced-high speakers "cannot sustain performance at that level across a variety of topics" (American Council on the Teaching of Foreign Languages [ACTFL], 2012, p. 5). As an instrument for evaluating the functional language ability, the ACTFL proficiency guidelines share the same theoretical framework with the systemic functional linguistic approach, basing L2 proficiency on learners' abilities to use the target language in various genres (Ryshina-Pankova, 2018). From the psycholinguistic perspective, L2 proficiency is determined by the extent to which the late L2 learners (beyond the critical period) can process the target language in a nativelike manner (Roberts, 2018).…”

Section: Proficiency Levelsmentioning

confidence: 99%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…The major difference between advanced-high level and superior level is that advanced-high speakers “cannot sustain performance at that level across a variety of topics” ( American Council on the Teaching of Foreign Languages [ACTFL], 2012 , p. 5). As an instrument for evaluating the functional language ability, the ACTFL proficiency guidelines share the same theoretical framework with the systemic functional linguistic approach, basing L2 proficiency on learners’ abilities to use the target language in various genres ( Ryshina-Pankova, 2018 ). From the psycholinguistic perspective, L2 proficiency is determined by the extent to which the late L2 learners (beyond the critical period) can process the target language in a native-like manner ( Roberts, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

Zheng

2022

Front. Psychol.

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The study examined the development of Chinese as a second language learners’ formulaic knowledge through comparing the processing of Chinese idioms versus non-idiomatic formulaic sequences (FSs) by advanced-level learners (ALs), super-advanced learners (SLs), and native speakers (NSs). Using two phrase acceptability judgment tasks with and without think-aloud protocols, we collected data on participants’ processing accuracy, processing speed, and processing strategies of reading the two types of FSs. Four processing patterns emerged from the analyses of the datasets. First, learners’ processing accuracy and speed increased along with their proficiency. Second, learners’ idiom processing ability was generally lower than that of non-idiom processing ability, but they demonstrated an improving trend as their proficiency level increased. Third, learners’ use of processing strategies did not change much as proficiency rose and demonstrated a categorical difference from NSs. Fourth, all three groups exhibited poorer productive idiom knowledge than productive non-idiom knowledge. The overall findings denote that second language learners’ formulaic knowledge can evolve beyond the lexical plateau as learners move from the advanced to a higher proficiency level, but the productive idiom knowledge can be a long-term problem. The findings provide implications for measuring and teaching Chinese formulaic knowledge at the higher-than-advanced stage.

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Systemic Functional Linguistics and Advanced Second Language Proficiency

Cited by 5 publications

References 36 publications

Uncertainty is in the Form: A functional, meaning‐based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”

Uncertainty is in the Form: A functional, meaning‐based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

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