Text-Based Research and Teaching (eBook)

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.

Acknowledgements 5
Contents 6
Notes on the Contributors 9
Abbreviations and Acronyms 12
List of Figures 13
List of Tables 16
List of Transcripts 18
1: Introduction: Text-Based Research and Teaching 19
Text-Based Research in Everyday Settings 22
Text-Based Language Pedagogy 24
Language use in lessons - experiencing and expressing meanings 28
Multimodality in Text-Based Teaching 29
Conclusion 30
References 30
Part I: Text-Based Research in Everyday Social Settings 31
2: Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy 32
Language Awareness, Ideology and Social Responsibility 36
Social Semiotics and the Teaching of Languages 37
Comprehend and Express Meanings 42
Observe and Understand 43
Respond to Texts 44
Analyse Texts 45
Formulate and Compose Texts 45
Continuing Text-Based Research 46
Curriculum Transformation and Pedagogic Renewal 47
References 49
3: A Month of Climate Change in Australia: A Corpus-Driven Analysis of Media Discourse 53
Theoretical Background 55
Methodology 56
Findings 59
The Pilot Corpus as a Whole 59
The Subcorpora 60
The Fairfax and News International Subcorpora 62
The Construal of Climate Change Within the Corpus 63
Public Opinion 66
Conclusion 67
References 68
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
Data and Rationale for Selection 71
Theoretical Frameworks 73
Critical Discourse Analysis 73
Systemic Functional Linguistics (SFL) 74
Transitivity 74
Engagement Within Appraisal Theory 75
Monoglossia and Heteroglossia 75
Methodology, Data Analysis and Discussion 76
Transitivity Data Analyses and Discussion 77
Examining Greenspan’s Construal of His Experience of the Financial Crisis: Brookings Institute Paper, The Crisis 77
Discussion 79
Transitivity Analysis: Commissioner Brooksley Born Examines Greenspan 80
Engagement Data Analyses and Discussion 81
Examining How Greenspan Positions Himself Dialogically in His Opening Testimony on The Crisis in the FCIC Hearings 81
Discussion 82
Greenspan’s Opening Statement: The Epic Hero 82
Exploring How Greenspan Positions Himself Dialogically in the Examination Led by Commissioner Angelides in the FCIC 83
Discussion 84
Greenspan Examined by Angelides: “… Why Did You Not Act?” 84
CDA: Questioning Neoliberalism’s Privileged Position Post-GFC 85
Conclusion 86
References 88
5: Social Semiotic Multimodal Analysis of Discourse in Banking 90
Systemic Functional Linguistics, Social Semiotics and Multimodality 92
The Analytical Tools 92
Interpersonal 92
Experiential/Ideational 94
Transitivity 94
Analytic Tools for Visual Analysis 95
Interpersonal in Visual 96
Ideational in Visual 96
Applying the Tools 98
An Ideational and Interpersonal Analysis of Visual in Banking Discourse 99
Multimodal Semiotic Construction of Ideational and Interpersonal Metafunctions 103
Commonwealth Bank Advertisement 103
NAB Advertisement 105
Conclusion 107
References 110
6: Locating Multiple Voices in Memoir: Modelling Voice Through Analysis of Interpersonal Linguistic Choices 111
Situating Memoir Within Systemic Functional Linguistics 112
The Concept of ‘Voice’ 113
Coffin’s Model of Voice 114
Multiple Voices in Memoir 117
The Text 118
Methodology 119
Locating Voices in Memoir 120
Identifying the Close Voice Through Aspects of Field 121
Identifying the Distant Voice Through Aspects of Mode 124
Identifying the Mid Voices Through Aspects of Tenor 125
Conclusion 128
References 129
7: The Generic Structure of the Call for Papers of Predatory Journals: A Social Semiotic Perspective 130
Language and Genre as Social Semiotic 132
Generic Structure of the Emails from Predatory Publishers 133
Distribution Patterns (Table 7.3) 135
Discussion 136
Salutation 136
Announcement 138
Deadline of Submission 140
Publication Fees 140
Introduction 141
Invitation, Promise and Hope 141
The Analysis of the Grammar of Texts 146
Conclusion 147
References 148
Part II: Text-Based Language Pedagogy 150
8: Talking About Children’s Picture Books: An Analysis of Student Questioning 151
Why Student Questioning? 152
Method 153
Findings: Meaning-Making Through Questioning 155
Interpreting Story 155
Learning About Real Experiences 157
Clarifying Task Instruction 159
Seeking Teacher Assurance 160
Requesting Permission to Act 160
Discussion and Conclusion 163
References 165
Picture Books 167
9: Text-Based Teaching in a Year 8 Chinese Class 168
Context and Content of the Study 169
Teaching Context and Participants 169
Year 8 Chinese Course Outline 170
Textbook and Texts: Chapter 12, Chinese Made Easy 1 170
Content of the Authentic Texts on the Topic of ‘Travel’ 173
Students’ Experiences of Authentic Texts 175
Teacher Talk: Instruction-Focused Teaching 175
Teacher Talk: Focused on the Content Beyond the Textbook 177
Students’ Writing 179
Findings 181
Teacher Talk: Chinese in Action 181
Multimodal and Authentic Materials 183
Students’ Experience of Authentic Chinese 184
Students Utilise Their Previous Knowledge in New Contexts 185
Teaching Techniques for Text-Based Teaching in Chinese 186
Conclusion 187
References 189
10: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook 190
A Social Semiotic Approach to Textbook Evaluation 191
Unit of Analysis and Procedure for Analysis 192
Analysis and Findings 194
First Glance Section 194
Social Semiotic Analysis 194
Aims and Philosophy of the Textbook Design 194
Preparation Section 195
Concept Map 196
Reading Task 196
Pronunciation Task 197
Grammar Section 198
Writing Task 198
Speaking Task 199
Listening Task 199
Other Tasks 200
Conclusion 200
References 202
11: The Text-Based Approach in the German as Foreign Language Secondary Classroom 204
German in South Australian Secondary Schools 206
Other Factors 209
Towards One Possible Solution 210
Rationale 211
The Argument for a Text-Based Approach 212
What Is Extensive Reading? 213
Existing Classroom Research 214
Study Aims 215
Research Questions 216
Study Objectives 216
Methodology 216
Data Collection 217
Procedure 217
Step 1: Issue Pre-study Surveys 217
Step 2: Introduction of a Text- and Genre-Based Unit of Work 218
Step 3: Negotiation of the Extensive Reading Programme 218
Step 4: Assessment of Student Text Constructions 219
Step 5: Evaluation of the Programme 219
Data Analysis 220
Impact on Writing Ability and Style 220
Extensive Reading Programme 221
Evaluative Survey Results 221
Overall Student Enjoyment of the Unit 222
Discussion 223
References 224
12: Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching 231
Background 231
English Fever: The Situation of English Education in South Korea 231
Low English-Speaking Proficiency 232
Literature Review 233
Washback Effect of High-Stakes Testing 233
Texts in Context: Systemic Functional Linguistics 234
Research Questions 234
Methodology 235
Data Analysis 236
Quantitative Analysis: Test Structure and Item Distribution 236
Qualitative Analysis: Meaning-Making in Spoken Texts 238
Experiential Meaning: Content and Reality 238
Interpersonal Meaning: Formality, Intonation, Speed and Appropriateness 239
Textual Meaning: Cohesion and Channel of Communication 241
Findings and Discussion 243
Washback of CSAT English on High School English Teaching and Testing 243
Meaning-Making in Discourses in Language Testing 243
Conclusion 244
References 245
13: Text: A Means for Language Socialisation in Communities of Practice 249
Introduction 249
Previous Studies 251
Language Learning: A Social Perspective 252
Texts and Classroom Teaching 253
Producing Argumentative Texts as Literacy Practices 254
Objectives of the Study 254
Research Questions 254
Methodology 255
Data Collection and Analysis 257
Verbal Reports on the Group Discussions 258
Development of Argumentative Experience 261
Findings and Discussion 265
Implications 266
Limitations and Suggestions for Further Research 266
Conclusion 266
Appendix 267
An Explanation of Transcript Preparation 267
References 268
14: Self-Learning a Foreign Language Through Literature: A Case-Study of a Self-Learner’s Socialisation into Czech Through Czech Literature 272
Background 273
Text-Based Language Learning 273
Learner Autonomy 274
Language Learning and Socialisation 274
Literature in Language Learning 276
Method 276
Discussion and Results 278
Sourcing Texts 278
Socialisation into Czech Through Literature 280
Conclusion 286
References 287
15: Thematic Options and Success in ESL Writing: An Analysis of Promotional Texts 289
Systemic Functional Linguistics and the Genre-­Based Approach to Writing 290
Thematic Options as a Factor in Conveying the Communicative Purpose of a Text 291
The Genre of Promotional Texts 293
Purpose of the Study and Research Questions 294
Methodology 294
Results and Discussion 295
Text A 300
The Royal Regalia 300
Text B 301
Jerudong Park Playground 301
Text C 301
Brunei: Land of Rich Tradition 301
Text D 302
Emerald Heart of Borneo 302
Text A 303
Text B 305
Text C 306
Text D 307
Conclusion 308
Appendix 1: Student Writing Task 309
Task 309
Appendix 2: ‘Tourist’ Rating Sheet 309
References 310
16: Using Student-Selected Texts in Speaking Classes 313
Literature Review 314
Social Theory in Language Teaching 314
Text-Based Language Teaching 315
Teaching Speaking Skills 316
Methodology 318
Results and Discussion 319
Observed Teaching and Learning Activities Within the Cycle 320
Stage 1: Building the Context and Modelling and Deconstructing the Text 320
Stage 2: Joint Construction of the Text 321
Student Presentation: A Case Study 324
Stage 3: Independent Construction of the Text and Linking Related Texts 324
Students’ Perception 326
Conclusion 327
References 330
17: “Now We Are All Friends:” An Exploratory Action Research Project Examining the Use of a Facebook Group for Language Learning 332
New Technologies and Language Learning 334
Methodology of the Study 336
The Context of the Action Research 336
Data Analysis 337
Systemic Functional Analysis of Facebook Data 338
Textual Meanings 338
Interpersonal Meanings 339
Experiential Meanings 339
Analysis of Social and Literacy Practices 340
Participating in Social Practices Through a Social Network 342
Participating in Literacy Practices Through a Social Network 343
Summary 343
References 345
18: Academic Literacies in the Field of Interior Architecture: A Multimodal Analysis 348
Methodology 349
Research Questions 350
Literature Review 350
Academic Literacies in Interior Architecture Studio 3 352
Multimodal Principles Involved in Studio 3 352
Process of Completing the Lightbox Project 354
Step 1: Research/ Inspiration Finding 354
Step 2: Tracings 356
Step 3: Finalising Potential Designs and Exploring Materials 357
Step 4: Illustrator and Photoshop 358
Step 5: Laser Cutting (Image 18.5) 361
Step 6: Assembling the Lightbox (Image 18.6) 361
Step 7: Final Product (Image 18.7) 362
Framing as a Multimodal Principal 363
Framing in Lightbox Project 1 363
Findings Summarised 365
Discussion 366
References 367
19: Documentation, Renewal, and Semiotic Mediation: Continuing Text-Based Research and Teaching 369
References 371
Erratum: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook 372
Index 374