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and Célia Barbeiro2
Abstract
This paper analyses the presence of appraisal in teachers’ discourse during interaction with pupils in a joint rewriting activity. This activity is part of the SFL-based genre pedagogy programme Reading to Learn (Rose and Martin 2012). The study is based on the appliability of SFL, specifically appraisal theory (Martin and White 2005), as a tool for constructing pedagogical action aimed at the appropriation of linguistic resources. The analysis focuses on the manifestations of appreciation, graduation, and engagement from appraisal theory, as well as the dimension of justification, added to the appraisal framework. The results show the presence and relevance of appraisal theory as “capable of and designed for being applied” (Halliday and Burns 2006: 124) in pedagogical action.
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