Mickan / Lopez Text-Based Research and Teaching

A Social Semiotic Perspective on Language in Use
1. Auflage 2016
ISBN: 978-1-137-59849-3
Verlag: Palgrave Macmillan UK
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 379 Seiten

Reihe: Social Sciences (R0)

Contributions in this book illustrate the many methods available for researching language in context and for the analysis of everyday text types. Each chapter highlights language as a resource for the expression of meanings-a social semiotic resource. Text analysis is used to reveal our capacity to formulate multiple meanings for participation in different social practices-in relationships, in work, in education and in leisure. The approach is applied in text-based teaching and in the critical analysis of public discourses.  The texts come from different social spheres including banking, language classes, senate hearings, national tests and textbooks, and interior architecture. Text-based research makes a major contribution to Critical Discourse Analysis. The editors and authors of this book demonstrate the value of text analysis for awareness of the role of language for accountable citizenship and for teaching and learning. This book will be of interest to anyone researching in the fields of language learning and teaching, functional linguistics, multimodality, social semiotics, systemic functional linguistics, text-based teaching, and genre analysis, as well as literacy teachers and undergraduate and postgraduate students of linguistics, media and education.

Peter Mickan is Visiting Research Fellow in Adelaide University, Australia. His research interests include language learning and teaching, academic literacies, language testing and curriculum design from the perspective of language as a social semiotic. In Language Curriculum Design and Socialisation (2013), Mickan applies systemic functional linguistics to curriculum design and languages pedagogy.
Elise Lopez is a PhD Candidate in the Department of Linguistics at the University of Adelaide. Her dissertation research examines the place of memoir within the SFL framework and its role in shaping patterns of identity and memories of shared experiences.

Autoren/Hrsg.

Mickan, Peter

Lopez, Elise

Inhaltsverzeichnis

1;Acknowledgements;5
2;Contents;6
3;Notes on the Contributors;9
4;Abbreviations and Acronyms;12
5;List of Figures;13
6;List of Tables;16
7;List of Transcripts;18
8;1: Introduction: Text-Based Research and Teaching;19
8.1; Text-Based Research in Everyday Settings;22
8.2; Text-Based Language Pedagogy;24
8.2.1; Language use in lessons - experiencing and expressing meanings;28
8.2.2; Multimodality in Text-Based Teaching;29
8.3; Conclusion;30
8.4;References;30
9;Part I: Text-Based Research in Everyday Social Settings;31
9.1;2: Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy;32
9.1.1; Language Awareness, Ideology and Social Responsibility;36
9.1.2; Social Semiotics and the Teaching of Languages;37
9.1.2.1; Comprehend and Express Meanings;42
9.1.2.2; Observe and Understand;43
9.1.2.3; Respond to Texts;44
9.1.2.4; Analyse Texts;45
9.1.2.5; Formulate and Compose Texts;45
9.1.3; Continuing Text-Based Research;46
9.1.4; Curriculum Transformation and Pedagogic Renewal;47
9.1.5;References;49
9.2;3: A Month of Climate Change in Australia: A Corpus-Driven Analysis of Media Discourse;53
9.2.1; Theoretical Background;55
9.2.2; Methodology;56
9.2.3; Findings;59
9.2.3.1; The Pilot Corpus as a Whole;59
9.2.3.2; The Subcorpora;60
9.2.3.3; The Fairfax and News International Subcorpora;62
9.2.4; The Construal of Climate Change Within the Corpus;63
9.2.5; Public Opinion;66
9.2.6; Conclusion;67
9.2.7;References;68
9.3;4: Neoliberal Ideology Only “Partially” to Blame in the Global Financial Crisis? A Critical Discourse Analysis of Alan Greenspan’s Public Discourses on the 2007/8 GFC;70
9.3.1; Data and Rationale for Selection;71
9.3.2; Theoretical Frameworks;73
9.3.2.1; Critical Discourse Analysis;73
9.3.2.2; Systemic Functional Linguistics (SFL);74
9.3.2.3; Transitivity;74
9.3.2.4; Engagement Within Appraisal Theory;75
9.3.2.5; Monoglossia and Heteroglossia;75
9.3.3; Methodology, Data Analysis and Discussion;76
9.3.4; Transitivity Data Analyses and Discussion;77
9.3.4.1; Examining Greenspan’s Construal of His Experience of the Financial Crisis: Brookings Institute Paper, The Crisis;77
9.3.4.1.1; Discussion;79
9.3.4.2; Transitivity Analysis: Commissioner Brooksley Born Examines Greenspan;80
9.3.5; Engagement Data Analyses and Discussion;81
9.3.5.1; Examining How Greenspan Positions Himself Dialogically in His Opening Testimony on The Crisis in the FCIC Hearings;81
9.3.5.1.1; Discussion;82
9.3.6; Greenspan’s Opening Statement: The Epic Hero;82
9.3.6.1; Exploring How Greenspan Positions Himself Dialogically in the Examination Led by Commissioner Angelides in the FCIC;83
9.3.6.1.1; Discussion;84
9.3.7; Greenspan Examined by Angelides: “… Why Did You Not Act?”;84
9.3.8; CDA: Questioning Neoliberalism’s Privileged Position Post-GFC;85
9.3.9; Conclusion;86
9.3.10;References;88
9.4;5: Social Semiotic Multimodal Analysis of Discourse in Banking;90
9.4.1; Systemic Functional Linguistics, Social Semiotics and Multimodality;92
9.4.2; The Analytical Tools;92
9.4.2.1; Interpersonal;92
9.4.2.2; Experiential/Ideational;94
9.4.2.3; Transitivity;94
9.4.3; Analytic Tools for Visual Analysis;95
9.4.3.1; Interpersonal in Visual;96
9.4.3.2; Ideational in Visual;96
9.4.4; Applying the Tools;98
9.4.5; An Ideational and Interpersonal Analysis of Visual in Banking Discourse;99
9.4.6; Multimodal Semiotic Construction of Ideational and Interpersonal Metafunctions;103
9.4.7; Commonwealth Bank Advertisement;103
9.4.8; NAB Advertisement;105
9.4.9; Conclusion;107
9.4.10;References;110
9.5;6: Locating Multiple Voices in Memoir: Modelling Voice Through Analysis of Interpersonal Linguistic Choices;111
9.5.1; Situating Memoir Within Systemic Functional Linguistics;112
9.5.2; The Concept of ‘Voice’;113
9.5.2.1; Coffin’s Model of Voice;114
9.5.2.2; Multiple Voices in Memoir;117
9.5.3; The Text;118
9.5.4; Methodology;119
9.5.5; Locating Voices in Memoir;120
9.5.5.1; Identifying the Close Voice Through Aspects of Field;121
9.5.5.2; Identifying the Distant Voice Through Aspects of Mode;124
9.5.5.3; Identifying the Mid Voices Through Aspects of Tenor;125
9.5.6; Conclusion;128
9.5.7;References;129
9.6;7: The Generic Structure of the Call for Papers of Predatory Journals: A Social Semiotic Perspective;130
9.6.1; Language and Genre as Social Semiotic;132
9.6.2; Generic Structure of the Emails from Predatory Publishers;133
9.6.3; Distribution Patterns (Table 7.3);135
9.6.4; Discussion;136
9.6.4.1; Salutation;136
9.6.4.2; Announcement;138
9.6.5; Deadline of Submission;140
9.6.6; Publication Fees;140
9.6.6.1; Introduction;141
9.6.6.2; Invitation, Promise and Hope;141
9.6.7; The Analysis of the Grammar of Texts;146
9.6.8; Conclusion;147
9.6.9;References;148
10;Part II: Text-Based Language Pedagogy;150
10.1;8: Talking About Children’s Picture Books: An Analysis of Student Questioning;151
10.1.1; Why Student Questioning?;152
10.1.2; Method;153
10.1.3; Findings: Meaning-Making Through Questioning;155
10.1.3.1; Interpreting Story;155
10.1.3.2; Learning About Real Experiences;157
10.1.3.3; Clarifying Task Instruction;159
10.1.3.4; Seeking Teacher Assurance;160
10.1.3.5; Requesting Permission to Act;160
10.1.4; Discussion and Conclusion;163
10.1.5;References;165
10.1.5.1;Picture Books;167
10.2;9: Text-Based Teaching in a Year 8 Chinese Class;168
10.2.1; Context and Content of the Study;169
10.2.1.1; Teaching Context and Participants;169
10.2.1.2; Year 8 Chinese Course Outline;170
10.2.1.3; Textbook and Texts: Chapter 12, Chinese Made Easy 1;170
10.2.1.4; Content of the Authentic Texts on the Topic of ‘Travel’;173
10.2.2; Students’ Experiences of Authentic Texts;175
10.2.2.1; Teacher Talk: Instruction-Focused Teaching;175
10.2.2.2; Teacher Talk: Focused on the Content Beyond the Textbook;177
10.2.2.3; Students’ Writing;179
10.2.3; Findings;181
10.2.3.1; Teacher Talk: Chinese in Action;181
10.2.3.2; Multimodal and Authentic Materials;183
10.2.3.3; Students’ Experience of Authentic Chinese;184
10.2.3.4; Students Utilise Their Previous Knowledge in New Contexts;185
10.2.3.5; Teaching Techniques for Text-Based Teaching in Chinese;186
10.2.4; Conclusion;187
10.2.5;References;189
10.3;10: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook;190
10.3.1; A Social Semiotic Approach to Textbook Evaluation;191
10.3.2; Unit of Analysis and Procedure for Analysis;192
10.3.3; Analysis and Findings;194
10.3.3.1; First Glance Section;194
10.3.3.2; Social Semiotic Analysis;194
10.3.3.2.1; Aims and Philosophy of the Textbook Design;194
10.3.3.2.2; Preparation Section;195
10.3.3.2.3; Concept Map;196
10.3.3.2.4; Reading Task;196
10.3.3.2.5; Pronunciation Task;197
10.3.3.2.6; Grammar Section;198
10.3.3.2.7; Writing Task;198
10.3.3.2.8; Speaking Task;199
10.3.3.2.9; Listening Task;199
10.3.3.2.10; Other Tasks;200
10.3.4; Conclusion;200
10.3.5;References;202
10.4;11: The Text-Based Approach in the German as Foreign Language Secondary Classroom;204
10.4.1; German in South Australian Secondary Schools;206
10.4.2; Other Factors;209
10.4.3; Towards One Possible Solution;210
10.4.4; Rationale;211
10.4.5; The Argument for a Text-Based Approach;212
10.4.6; What Is Extensive Reading?;213
10.4.7; Existing Classroom Research;214
10.4.8; Study Aims;215
10.4.9; Research Questions;216
10.4.10; Study Objectives;216
10.4.11; Methodology;216
10.4.12; Data Collection;217
10.4.13; Procedure;217
10.4.13.1; Step 1: Issue Pre-study Surveys;217
10.4.13.2; Step 2: Introduction of a Text- and Genre-Based Unit of Work;218
10.4.13.3; Step 3: Negotiation of the Extensive Reading Programme;218
10.4.13.4; Step 4: Assessment of Student Text Constructions;219
10.4.13.5; Step 5: Evaluation of the Programme;219
10.4.14; Data Analysis;220
10.4.14.1; Impact on Writing Ability and Style;220
10.4.14.2; Extensive Reading Programme;221
10.4.14.3; Evaluative Survey Results;221
10.4.14.4; Overall Student Enjoyment of the Unit;222
10.4.15; Discussion;223
10.4.16;References;224
10.5;12: Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching;231
10.5.1; Background;231
10.5.1.1; English Fever: The Situation of English Education in South Korea;231
10.5.1.2; Low English-Speaking Proficiency;232
10.5.2; Literature Review;233
10.5.2.1; Washback Effect of High-Stakes Testing;233
10.5.2.2; Texts in Context: Systemic Functional Linguistics;234
10.5.2.3; Research Questions;234
10.5.3; Methodology;235
10.5.4; Data Analysis;236
10.5.4.1; Quantitative Analysis: Test Structure and Item Distribution;236
10.5.5; Qualitative Analysis: Meaning-Making in Spoken Texts;238
10.5.5.1; Experiential Meaning: Content and Reality;238
10.5.5.2; Interpersonal Meaning: Formality, Intonation, Speed and Appropriateness;239
10.5.5.3; Textual Meaning: Cohesion and Channel of Communication;241
10.5.6; Findings and Discussion;243
10.5.6.1; Washback of CSAT English on High School English Teaching and Testing;243
10.5.6.2; Meaning-Making in Discourses in Language Testing;243
10.5.7; Conclusion;244
10.5.8;References;245
10.6;13: Text: A Means for Language Socialisation in Communities of Practice;249
10.6.1; Introduction;249
10.6.2; Previous Studies;251
10.6.3; Language Learning: A Social Perspective;252
10.6.3.1; Texts and Classroom Teaching;253
10.6.3.2; Producing Argumentative Texts as Literacy Practices;254
10.6.4; Objectives of the Study;254
10.6.4.1; Research Questions;254
10.6.5; Methodology;255
10.6.6; Data Collection and Analysis;257
10.6.6.1; Verbal Reports on the Group Discussions;258
10.6.6.2; Development of Argumentative Experience;261
10.6.7; Findings and Discussion;265
10.6.8; Implications;266
10.6.9; Limitations and Suggestions for Further Research;266
10.6.10; Conclusion;266
10.6.11; Appendix;267
10.6.11.1; An Explanation of Transcript Preparation;267
10.6.12;References;268
10.7;14: Self-Learning a Foreign Language Through Literature: A Case-Study of a Self-Learner’s Socialisation into Czech Through Czech Literature;272
10.7.1; Background;273
10.7.1.1; Text-Based Language Learning;273
10.7.1.2; Learner Autonomy;274
10.7.1.3; Language Learning and Socialisation;274
10.7.1.4; Literature in Language Learning;276
10.7.2; Method;276
10.7.3; Discussion and Results;278
10.7.4; Sourcing Texts;278
10.7.5; Socialisation into Czech Through Literature;280
10.7.6; Conclusion;286
10.7.7;References;287
10.8;15: Thematic Options and Success in ESL Writing: An Analysis of Promotional Texts;289
10.8.1; Systemic Functional Linguistics and the Genre-­Based Approach to Writing;290
10.8.2; Thematic Options as a Factor in Conveying the Communicative Purpose of a Text;291
10.8.3; The Genre of Promotional Texts;293
10.8.3.1; Purpose of the Study and Research Questions;294
10.8.3.2; Methodology;294
10.8.3.3; Results and Discussion;295
10.8.3.3.1; Text A;300
10.8.3.3.1.1;The Royal Regalia;300
10.8.3.3.2; Text B;301
10.8.3.3.2.1;Jerudong Park Playground;301
10.8.3.3.3; Text C;301
10.8.3.3.3.1;Brunei: Land of Rich Tradition;301
10.8.3.3.4; Text D;302
10.8.3.3.4.1;Emerald Heart of Borneo;302
10.8.3.3.5; Text A;303
10.8.3.3.6; Text B;305
10.8.3.3.7; Text C;306
10.8.3.3.8; Text D;307
10.8.3.4; Conclusion;308
10.8.4; Appendix 1: Student Writing Task;309
10.8.4.1; Task;309
10.8.5; Appendix 2: ‘Tourist’ Rating Sheet;309
10.8.6;References;310
10.9;16: Using Student-Selected Texts in Speaking Classes;313
10.9.1; Literature Review;314
10.9.1.1; Social Theory in Language Teaching;314
10.9.1.2; Text-Based Language Teaching;315
10.9.1.3; Teaching Speaking Skills;316
10.9.2; Methodology;318
10.9.3; Results and Discussion;319
10.9.3.1; Observed Teaching and Learning Activities Within the Cycle;320
10.9.3.1.1; Stage 1: Building the Context and Modelling and Deconstructing the Text;320
10.9.3.1.2; Stage 2: Joint Construction of the Text;321
10.9.3.2; Student Presentation: A Case Study;324
10.9.3.2.1; Stage 3: Independent Construction of the Text and Linking Related Texts;324
10.9.4; Students’ Perception;326
10.9.5; Conclusion;327
10.9.6;References;330
10.10;17: “Now We Are All Friends:” An Exploratory Action Research Project Examining the Use of a Facebook Group for Language Learning;332
10.10.1; New Technologies and Language Learning;334
10.10.2; Methodology of the Study;336
10.10.3; The Context of the Action Research;336
10.10.4; Data Analysis;337
10.10.5; Systemic Functional Analysis of Facebook Data;338
10.10.5.1; Textual Meanings;338
10.10.5.2; Interpersonal Meanings;339
10.10.5.3; Experiential Meanings;339
10.10.6; Analysis of Social and Literacy Practices;340
10.10.7; Participating in Social Practices Through a Social Network;342
10.10.8; Participating in Literacy Practices Through a Social Network;343
10.10.9; Summary;343
10.10.10;References;345
10.11;18: Academic Literacies in the Field of Interior Architecture: A Multimodal Analysis;348
10.11.1; Methodology;349
10.11.2; Research Questions;350
10.11.3; Literature Review;350
10.11.4; Academic Literacies in Interior Architecture Studio 3;352
10.11.5; Multimodal Principles Involved in Studio 3;352
10.11.6; Process of Completing the Lightbox Project;354
10.11.6.1; Step 1: Research/ Inspiration Finding;354
10.11.6.2; Step 2: Tracings;356
10.11.6.3; Step 3: Finalising Potential Designs and Exploring Materials;357
10.11.6.4; Step 4: Illustrator and Photoshop;358
10.11.6.5; Step 5: Laser Cutting (Image 18.5);361
10.11.6.6; Step 6: Assembling the Lightbox (Image 18.6);361
10.11.6.7; Step 7: Final Product (Image 18.7);362
10.11.7; Framing as a Multimodal Principal;363
10.11.8; Framing in Lightbox Project 1;363
10.11.9; Findings Summarised;365
10.11.10; Discussion;366
10.11.11;References;367
10.12;19: Documentation, Renewal, and Semiotic Mediation: Continuing Text-Based Research and Teaching;369
10.12.1;References;371
11;Erratum: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook;372
12;Index;374