Using the power of research to inform ICT integration in education

Posts tagged ‘systemic functional linguistics’

How can Systemic Functional Grammar be used to construct a powerful online identity?

Victor Ho (2010Constructing Identities In The Workplace Through Request E-Mail Discourse – How Does One Benefit From It? GEMA OnlineTM Journal of Language Studies 3 Volume 10(2) 2010

This paper discusses the construction of personal identities through the request e-mail discourse by a group of professional English language teachers of a public education institution in Hong Kong. Facing the downsizing of the civil service, the revised appraisal system, and the tighter budget of the Hong Kong SAR government following the Asian financial crisis, teachers working in Hong Kong public schools have less chances of getting promotion and pay rises. To put themselves in an advantageous position in relation to get a promotion and a pay rise, as argued in this paper, the teachers constructed two personal identities online before their peers and superiors in their workplace. A total of 50 e-mails met the two criteria that follow and formed the corpus of the present study: containing at least one request, and having teachers of the same rank as the author and recipients. The request e-mail discourse is analyzed at the clause level with respect to transitivity, mood and modality by drawing upon systemic functional linguistics. It is found that the teachers, using the resources available in the English language grammar, constructed for themselves the identity of a responsible, hardworking member, and of a member with authority and power. This paper hopes to achieve three aims – (1) to contribute to the understanding of the constitutive effect of discourse; (2) to illustrate how such effect could be manipulated by discourse producers in order to achieve both their communicative and political aims; and (3) to enhance people’s e-mail communication competency in the workplace.

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How can Systemic Functional Grammar be used to analyze the meaning of a computer mediated conversation?

Nepomuceno, S. (2004) An Analysis of Interpersonal Meaning in a Computer Mediated Conversation Using the Systemic Functional Grammar Approach, Proceedings of the 9th Conference of Pan-Pacific Association of Applied Linguistics

This study explores the expression of interpersonal meaning in a computer-mediated chat discourse between Japanese and Filipino students in the Cross-Cultural Distance Learning (CCDL) project. Using Systemic Functional Grammar, a transcript of chat dialogue was analyzed through identification of clause mood structures and speech functions. The patterns of the mood structures were investigated, and the use of mood elements, like subject, finite, complement adjuncts, modals, were also explored. Results suggest that Japanese and Filipino students make use of interpersonal grammar uniquely based on the influence of their respective cultural and language.

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How can blogs support L2 language development?

Gebhard, M., Shin, D., Seger, W., (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal28(2).

This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus students emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Hallidays theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal students emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.

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