Denna systematiska litteraturstudie undersöker vad genrepedagogiken och/eller SFL kan ge.Syftet med studien är att undersöka vilka effekter genrepedagogiken och/eller SFL ger utifråndet som kallas för Sydneyskolan. Studier som inkluderas är både nationella och internationellaoch undersöker både första- och andraspråksundervisning. Effekter som påträffats i dennastudie är följande; eleverna har utvecklat sitt ordförråd, ett metaspråk när de talar om språk,sina texters språkliga drag och genrestruktur samt sin attityd till skrivande. Förutom effekternavisade också studien vad som direkt påverkar effekterna av genrepedagogiken och/eller SFL såsom tiden och stöttning. Resultatet gör det möjligt för oss att se genrepedagogiken som enfördelaktig pedagogik att använda sig av i de svenska klassrummen då det på flera sätt ärsamstämmigt med de svenska styrdokumenten. Undersökningen kan bidra till lärare ochlärarstudenters kunskap inom ämnet svenska. Fortsatt forskning rekommenderar vi bedrivs iSverige på effekterna av genrepedagogiken i förstaspråksundervisning.

The aim of this study is to examine nine texts used as teaching material in the reading project A Reading Class in terms of three different text-analytical structures. The texts analysed are non-fiction texts intended for grades 1–3. The analysis focuses on the similarities and differences in the textual, ideational and interpersonal structure of the texts and how the progression in the texts is revealed.   The result of the analysis shows that there are considerably more similarities than differences between the texts as regards the analysed structures. The analysis cannot find any clear progression between the texts in certain respects, although the analysed material is intended for pupils in different grades, while in other respects it is possible to see some notion of progression. The result also shows that the concept of progression is problematic to apply in a text analysis alone, since it is affected by how teachers work in practice with the material in the classroom.

Analysen syftar till att studera hur Ikeakatalogens modelläsare konstrueras i förhållande till familjen som social praktik idag genom att studera hur diskursen har förändrats över tid. Nedan följer en diakron multimodal textanalys av fem svenska Ikeakataloger mellan 1973 och 2013. Analysen tar i första hand avstamp i ett sociolingvistiskt perspektiv med Hallidays systemisk-funktionella lingvistik, SFL, som grundverktyg men då analysunderlaget innehåller en stor del bilder finns även ett sociosemiotiskt perspektiv. Dessa inslag vilar på Kress och van Leeuwens applikation av SFL vad gäller tolkning av andra semiotiska artefakter än verbalt språk. Analysen visar att säljdiskursen har genomgått en betydande förändring under de senaste 40 åren. Sedan millennieskiftet marknadsförs inte längre inredning med argumenten kvalitet eller design. Diskursen 2013 beskriver istället livsstilskoncept och erbjuder modelläsaren möjlighet att stärka sitt personliga varumärke. Vilken familjemedlems behov som ska uppmärksammas eller tillfredställas skiftar över tid. Tilltalet har gått från ett textuellt och semiotiskt pluralt ni-tilltal, till ett nästan helt uteslutande textuellt singulärt du-tilltal. Även semiotiken visar på en utveckling mot individualisering. I de senare katalogerna realiseras parrelationen i första hand via inanimata objekt som kläder och skor och i mycket liten utsträckning via personer. Barnet däremot ges en allt mer framträdande roll över tid och i 2013 års katalog utgör barnets behov det främsta säljargumentet efter individens valfrihet. I samma katalog är det uteslutande mannen som realiseras som vårdgivare. Kvinnan som mamma har idag lägre status än tidigare. Däremot realiseras kvinnan utan barn med allt högre status. Detta och analysen av hur deltagarnas och produkternas placering har förändrats över tid tycks implicera att den prioriterade modelläsaren är kvinna, har barn och tillräckligt god ekonomi för att kunna lägga pengar på inredning. Hon måste dock i egenskap av mamma, förhålla sig till att övriga familjemedlemmar och kvinnor utan barn realiseras med högre status.

This study formulated and applied a Systemic Functional Linguistic (SFL) based pedagogy which is culturally appropriate for Saudi students in King Saud University for improving the reading, analysis and interpretation of poetry in English. Ian Haneur affirms the necessity of the implementation of cultural knowledge for the reading of poetry; he states that cultural knowledge is “important in that it provides a basis through which understanding is achieved.”(2001: 4).This approach is concerned with linguistic applications which aim to improve analytical powers, in particular, the Systemic Functional Linguistics (SFL) (Halliday, 2004; Thompson, 2004). This pedagogy gives Saudi students a tool for reading poetic texts in English and critically analyzes them independently. An attempt which has not been approached much due to concerns of Arab educators about the values of English and American literature and its effects upon readers and a concern over the confrontation of the various moral, social, religious, national, political, historical, and even geographical contexts in the foreign texts (G.Rababah, 1983;M. Obeidat, 1996; Zughoul, 1987; and Asfour andDahiyat, 1983). Furthermore, in this dissertation, I also attempted to address the impact that social, cultural, religious and linguistic differences have on the students' reading and interpretation of poems in English by exploring the perceptions of Saudi students regarding these issues. In my case study, a preliminary questionnaire with closed and open ended questions, class practice answers, post teaching interviews and observation notes were examined using selective coding to interpret the collected data. Analysis of student perceptions in relation to the social, cultural, religious and linguistic differences and the influence they had on their reading of poetry in English revealed meaningful high percentages of agreement which prove that Saudi students were facing problems in all these areas. The analysis of the application of SFL based pedagogy for the Saudi students provided significant evidence that SFL was a useful theory of language which played a purposeful role in showing the architecture of the English language and provided the students with a decoding tool for interpretation.

Doctor of Philosophy (PhD) / Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.

Doctor of Philosophy (PhD) / Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.

No description available.

El propósito de este estudio es conocer qué papel tiene la literatura en el aula de español como lengua extranjera (ELE) en Suecia desde la perspectiva de los profesores, y qué fines didácticos tiene el uso de la ficción. También se quiere identificar qué diferentes tipos de literatura utilizan los profesores en el aula ELE. Las preguntas centrales son: ¿Por qué se utiliza la literatura en el aula de ELE?, ¿Qué tipo de ficción se utiliza? y ¿Cuáles son los beneficios didácticos del uso de la literatura para los profesores de ELE? Nuestra hipótesis es que la razón por la que los profesores utilizan la ficción es para enseñar sobre las culturas española e hispana, y  el tipo de textos literarios más utilizados son las letras de canciones, lo cual podría  mejorar la capacidad de escritura. Para averiguar esto se utilizó una encuesta que los profesores debían responder. El resultado fue que 49 profesores optaron por utilizar la literatura por muchos propósitos diferentes, pero principalmente para enseñar sobre la cultura, y el tipo de ficción que se utilizó más fue los libros para niños y las letras de las canciones.  Además, existe la opinión por parte de los profesores de que una de las ventajas de la ficción es que funciona para enseñar sobre diferentes culturas españolas e hispanoamericanas. Para analizar el resultado hemos utilizado un modelo de Paran (2008: 7). La conclusión fue que la mayoría de los docentes utilizan la ficción para enseñar sobre las culturas, y la literatura que más se utiliza son las letras de canciones y la literatura infantil. El mayor beneficio didáctico que los maestros vieron con el uso de la ficción fue que era una excelente manera de aprender sobre diferentes culturas. / The purpose of this study is to find out what role fiction has in the Spanish as a foreign language (SFL) classroom in Sweden from the teachers' perspective, and what didactic purposes there are for using fiction in SFL. The questions that are central are the following : Why use fiction  in the SFL classroom? What type of fiction is used? and What are the didactic benefits of using fiction for SFL teachers? Our hypothesis are that the reason for why teachers use fiction is to teach the pupils about Spanish and Hispanic cultures and the fiction mostly used is song lyrics and that it could improve the writing skills. In order to find this out, a questionnaire was used which the teachers had to answer. The result was that 49 teachers chose to use fiction for many different purposes, but mainly to teach the pupils about culture, and the type of fiction that was used most was children's books and lyrics. Furthermore, there is a opinion of the teachers that one of the advantages of fiction is that it works to teach about different Spanish and Hispanic American cultures. To analyze the result we have used a model of Paran (2008: 7). The conclusion was that most teachers used fiction to teach about cultures, and the literature that was mostly used were song lyrics and children's literature. The biggest didactic benefit that the teachers saw with using fiction was that it was a great way of learning about different cultures.

This dissertation examines the academic and social goals that three second-grade English language learners in a U.S. urban school bring to their blog-mediated academic writing practices, and the interrelated nature of those goals. This study aims to bridge the dichotomy between approaches to studying computer-mediated language and literacy development that are oriented toward academic goals inside school, and those that are oriented toward social goals outside school. The study also aims to investigate connections between language use and language development by highlighting linguistic features of semiotic choices that the students made for their texts. This builds upon recent research studies of literacy practices that focus only on situated uses of literacy in various social and cultural contexts (Christie & Martin, 2007). In this study, learning is defined as appropriation and language is defined as a semiotic system, from sociocultural perspectives that capture the transformative nature of tool-mediated practices (Bakhtin, 1981; Halliday, 1985; Kress, 1998; Vygotsky, 1978). Ethnographic data collected over the course of a year include students’ texts, blog comments, videotaped classroom interactions, interviews, instructional materials, and school documents. Analysis of the data examines student goals, semiotic choices employed by the students, and roles adopted by the students, in the social processes of learning academic genres. Systemic functional linguistics is used to analyze register variables across texts and blogging comments, to examine changes in the students’ uses of linguistic resources. The findings demonstrate that students appropriate blogging for both academic and social goals, and compose their texts by drawing on linguistic features appropriate for goals related to the audiences reading their blog posts. Writing for meaningful goals and for wider audiences encourages ELLs to become more invested in learning, and to use linguistic patterns in context-dependent ways. The study concludes with a discussion of the significance of social goals in developing critical academic literacies (Gebhard, Harman, & Seger, 2007), and implications for K-12 educators who are attempting to open up curricular spaces in which all stakeholders collaboratively work toward transformative learning experiences for ELLs (Willett & Rosenberger, 2005).

<p> After surveying previous language-related claims about the integrity of 2 Corinthians, this study develops a definition of "text" using Systemic Functional Linguistics (SFL). According to SFL, a text is the structured realization of a context of situation involving: (1) a particular activity together with its concomitant interpersonal roles and relations; (2) a particular sphere of human experience; and (3) a particular mode of conveying information. Moreover, because each of these contextual parameters correlates with specific linguistic systems, a general linguistic analysis can be used to assess whether or not an apparant text does or does not encode a plausible context.</p> <p> Employing an analysis of progressive moves to explore what is being done and an analysis of semantic domains to explore what is being talked about (as well as some additional analyses of conjunctive relations, identity chains, and cohesive harmony), the present study proposes that the body of 2 Corinthians consists of five segments wherein leadership in enacted within the sphere of the Christian church. First, after expressing a positive disposition towards its readers, 2 Corinthians addresses Paul and Timothy's controversial behaviour, especially Paul's handling of Corinthian immorality (1:3-2:13). Second, it teaches the Corinthians how to respond when people criticize the Pauline mission (2:14-5:21 ). Third, it appeals for communal purity while also acknowledging some recent progress in this area (6:1-7:16). Fourth, it reports an unexpected development in Macedonia and explains the task to which its bearers have been appointed (8:1-9: 15). Fifth, it warns that discipline will be enacted upon Paul and Timothy's arrival if the Corinthians do not continue to maintain the purity of their congregation, and it attempts to shut down distracting leadership debates by denigrating the worldly leadership standards that are operative in those debates ( 10:1-13:10).</p> <p> Inasmuch as that these behaviours can be plausibly regarded as the sequential stages of a single, unfolding context of situation, this study concludes that 2 Corinthians is a single letter. Moreover, a number of exploratory suggestions are made with regard to the interpretive and historical implications of reading 2 Corinthians in light of this overarching context of situation.</p> / Thesis / Doctor of Philosophy (PhD)