NDLI: Understanding Interpersonal Meaning-Making in Chinese High School Students’ ESL Writing: A Systemic Functional Perspective

Content Provider	Springer Nature Link
Author	Huang, Xue’e Xuan, Wenhui
Copyright Year	2017
Abstract	Drawing on the framework of Modality from systemic functional linguistics, the present study aimed to explore adolescent ESL learners’ interpersonal meaning-making. Data were collected from 10 writing tasks completed by a group of 50 adolescent ESL learners in China. Functional text analysis was utilized to analyze the data, including Modality types, orientation, value, and polarity. The finding revealed that overuse of certain types of modal verbs is common in Chinese ESL learners’ writing, for instance, the case of “can”. Most of the modality deployed was simple and congruent. In conclusion, systematic introduction of Modality and the provision of more contexts for learners to practice them are highly recommended in such a context.
Starting Page	227
Ending Page	238
Page Count	12
File Format	PDF
ISSN	01195646
Journal	The Asia-Pacific Education Researcher
Volume Number	26
Issue Number	5
e-ISSN	22437908
Language	English
Publisher	Springer Singapore
Publisher Date	2017-06-15
Publisher Place	Singapore
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Sociology of Education Educational Policy and Politics Education Learning and Instruction International and Comparative Education Systemic functional linguistics ESL writing Modality Chinese high school learners
Content Type	Text
Resource Type	Article
Subject	Education

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Understanding Interpersonal Meaning-Making in Chinese High School Students’ ESL Writing: A Systemic Functional Perspective