In recent years, US elementary and secondary education has put more emphasis on advancing students’ academic literacy. To address this need, many teachers have looked to systemic functional linguistics (SFL) theory to frame writing instruction. Drawing from this literature, this report identifies major pedagogical principles relevant for an English as a foreign language (EFL) instructional context, delineates the linguistic markers characteristic of academic registers, and expands on the existing literature in regards to feedback and error correction. SFL-informed literacy instruction can benefit English language instruction in countries such as South Korea, where learners’ writing development has traditionally been neglected. The report begins with a brief overview of systemic functional linguistics, and follows with a review of the literature on SFL-based writing pedagogy. Implications for EFL educational settings are discussed. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/24334 |
| Date | 28 April 2014 |
| Creators | Chiang, Fu-Hao |
| Source Sets | University of Texas |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0194 seconds