چکیده:
This case study analyzes how a Taiwanese EFL teacher participating in a U.S. based
MATESOL program made sense of systemic functional linguistics (SFL) and genre based
pedagogy in designing and reflecting on literacy instruction for EFL learners in Taiwan.
Using longitudinal ethnographic methods, the findings indicate that this teacher’s
conceptualization of grammar shifted from a traditional sentence-level, form-focused
perspective to a more functional understanding operating in interconnected ways across
genre and register features of texts. This shift occurred as she developed an ability to use
SFL to discover how language works in children’s literature. However, the degree to
which this teacher was able to use SFL and genre based pedagogy in classroom practice
was influenced by the mandated curriculum framework and assessment practices in the
context of where she taught when she returned to Taiwan. The implications of this study
relate to re-conceptualizing grammar in EFL instruction and teacher education in Asian
contexts.
خلاصه ماشینی:
"In drawing on Halliday’s conception of grammar to theorize second language and literacy development, Gebhard, Chen, Graham, and Gunawan (2013) write that not only do L2 learners physically and cognitively mature as they grow up and learn varieties of the same language and additional languages, but the culture contexts in which they interact also expand and become more diverse as they move back and forth among family, community, peer groups, social media, school, and eventually work.
In sum, SFL/genre based pedagogy provides a principled way for EFL teachers to support language learners in critically analyzing authentic texts as a way of developing academic literacies and exploring cultural issues simultaneously (see Byrnes, Maxim, & Norris, 2010, regarding learning German as a foreign language at the university level in the United States).
To contribute to understanding how EFL teachers make sense of SFL based pedagogy and how their understanding informs their approach to designing literacy instruction, this case study explores how a Taiwanese EFL teacher’s conception of grammar took shape over the course of her experiences in a MATESOL program informed by SFL and genre theory (Gebhard, Chen, Graham, & Gunawan, 2013).
This study supports other investigations that indicate pre-service and in-service L2 teachers are capable of making sense of a Hallidayan perspective of grammar and using SFL metalanguage to analyze texts and design academic literacy instruction for elementary, secondary, and tertiary second language learners (Aguirre-Muñoz, Park, Amabisca, & Boscardin, 2008; Brisk, 2014; Byrnes, Maxim, & Norris, 2010; Harman, 2013; Moore & Schleppegrell, 2014)."