Understanding experiential meaning-making in Chinese adolescent L2 writing: a systemic functional perspective

While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradi...

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Published inAsian-Pacific journal of second and foreign language education Vol. 3; no. 1; pp. 1 - 16
Main Author Xuan, Wenhui Winfred
Format Journal Article
LanguageEnglish
Published Berlin/Heidelberg Springer Berlin Heidelberg 01.12.2018
Springer
Springer Nature B.V
SpringerOpen
Subjects
Adolescent L2 writing
Applied Linguistics
Chinese languages
Education
Educational activities
English (Second Language)
English as a second language
Foreign Countries
Guidelines
High School Students
Language Education
Linguistics
Meaning
Original Article
Process type
Second Language Learning
Second language writing
Secondary school students
Systemic functional linguistics
Task Analysis
Teaching and Teacher Education
Teaching Methods
Text analysis
Writing
Writing (Composition)
Writing Instruction
Writing Processes
China
Adolescent L2 writing
Text analysis
Systemic functional linguistics
Process type
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Summary:While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradition. Drawing on the framework of process type from systemic functional linguistics, the present study utilizes 500 pieces of texts from ten writing tasks written by a class of 50 Chinese high school students as the data to explore how these adolescent L2 writers deploy process types to instantiate the experiential meaning in their L2 English writing. Findings show that registerial difference exists in the deployment of process type in different writing tasks. In addition, simple, congruent process type is deployed in their writing. Pedagogical recommendations on how to include the system of process type in ESL writing are provided.
ISSN:2363-5169
2363-5169
DOI:10.1186/s40862-018-0046-2