1887
image of Guiding towards register awarenessin an undergraduate EFL curriculumin Italy
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This contribution adds to ever-growing research on ‘pedagogical stylistics’, (e.g., ). We present a case study describing a register approach to teaching literature, or verbal art ( ), to undergraduate EFL students in a Systemic Functional Grammar (FG)-based perspective ( ). Our research is guided by two main goals: enhancing the students’ sensitivity to the peculiar functions of language in literature, as part of a wider curriculum on teaching register awareness, and setting up good practices to monitor and assess the effectiveness of our approach. Thus, we present a set of activities based on Hasan’s ( ) framework for the analysis of verbal art as a ‘special’ register, which is rooted in FG. We then discuss quantitative and qualitative data related to student perceptions of our pedagogical approach, gathered through specifically designed questionnaires, which were followed by semi-structured interviews when possible. The data illustrate the largely positive impact of the approach on students’ engagement, though not unequivocally: problematic issues and implications for future research are also discussed.

Loading

Article metrics loading...

/content/journals/10.1075/rs.19003.mil
2020-11-06
2020-11-27
Loading full text...

Full text loading...

References

  1. Achugar, M., Schleppegrell, M., & Oteíza, T.
    (2007) Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching: Practice and Critique6(2), 8–24.
    [Google Scholar]
  2. Adams, W. C.
    (2015) Conducting semi-structured interviews. InK. E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.), Handbook of practical program evaluation (4th ed.) (pp.492–505). Hoboken, NJ: Jossey-Bass (Wiley).
    [Google Scholar]
  3. Bridges, J., Gray, W., Box, G., & Machin, S.
    (2008) Discovery interviews: A mechanism for user involvement. International Journal of Older People Nursing3(3), 206–210. 10.1111/j.1748‑3743.2008.00128.x
    https://doi.org/10.1111/j.1748-3743.2008.00128.x [Google Scholar]
  4. Bolarinwa, O. A.
    (2015) Principles and methods of validity and reliability testing of questionnaires used in social and health science researches. Nigerian Postgraduate Medical Journal22(4),195–201. 10.4103/1117‑1936.173959
    https://doi.org/10.4103/1117-1936.173959 [Google Scholar]
  5. Borgers, N., & Hox, J. J.
    (2000) Reliability of responses in questionnaire research with children. Presentation at the5th International conference on logic and methodology, 3–6 October 2000, Cologne, Germany. Available from: joophox.net/papers/p021704.pdf (last accessed17/03/2020).
    [Google Scholar]
  6. Bowcher, W. L.
    (2018) Future directions in the study of verbal art. InR. Wegener, A. Oesterle, & S. Neumann (Eds.), On verbal art: Essays in honour of Ruqaiya Hasan (pp.278–313). Sheffield: Equinox.
    [Google Scholar]
  7. Burgess, T. F.
    (2001) A general introduction to the design of questionnaires for survey research. Leeds: University of Leeds.
    [Google Scholar]
  8. Burke, M., Csábi, S., Week, L., & Zerkowitz, J.
    (Eds.) (2012) Pedagogical stylistics. London: Bloomsbury.
    [Google Scholar]
  9. Carter, R., & Long, M. N.
    (1991) Teaching literature. New York: Longman.
    [Google Scholar]
  10. Cohen, L., Manion, L., & Morrison, K.
    (2007) Research methods in education (6th ed.). London/New York: Routledge. 10.4324/9780203029053
    https://doi.org/10.4324/9780203029053 [Google Scholar]
  11. De Leeuw, E. D.
    (2005) To mix or not to mix data collection modes in surveys. Journal of Official Statistics21(2), 233–255.
    [Google Scholar]
  12. Denzin, N.
    (1978) Sociological methods: A sourcebook. New York: McGraw Hill.
    [Google Scholar]
  13. Ellis, N., & Larsen-Freeman, D.
    (2006) Language emergence: Implications for applied linguistics – Introduction to the special issue. Applied Linguistics27(4), 558–589. 10.1093/applin/aml028
    https://doi.org/10.1093/applin/aml028 [Google Scholar]
  14. Fogal, G. G.
    (2015) Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature24(1), 54–72. 10.1177/0963947014555450
    https://doi.org/10.1177/0963947014555450 [Google Scholar]
  15. Fowler, R.
    (1986) Linguistic criticism. Oxford: Oxford University Press.
    [Google Scholar]
  16. Gebhard, M., Chen, I., Graham, H., & Gunawan, W.
    (2013) Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing22, 107–124. 10.1016/j.jslw.2013.03.005
    https://doi.org/10.1016/j.jslw.2013.03.005 [Google Scholar]
  17. Hall, G.
    (2014) Pedagogical stylistics. InM. Burke (Ed.), The Routledge handbook of stylistics (pp.239–252). Abingdon, Oxon: Routledge.
    [Google Scholar]
  18. Halliday, M. A. K.
    (1970/2002) Language structure and language function. InJ. J. Webster (Ed.), Language and society. Vol. 10 of The collected works of M.A.K. Halliday (pp.65–130). London/New York: Continuum.
    [Google Scholar]
  19. (1982/2002) The de-automatization of grammar: From Priestley’s ‘An inspector calls’. InJ. J. Webster (Ed.), Linguistic studies of text and discourse. Vol. 2 of The collected works of M.A.K. Halliday (pp.126–148). London/New York: Continuum.
    [Google Scholar]
  20. (1991) The notion of ‘context’ in language education. InT. Le & M. McCausland (Eds.), Interaction and development: Proceedings of the international conference, Vietnam, 30 March-1 April 1991 (pp.1–26). University of Tasmania: Language Education.
    [Google Scholar]
  21. (1996/2002) On grammar and grammatics. InJ. J. Webster (Ed.), On grammar. Vol. 1 ofThe collected works of M.A.K. Halliday (pp.384–418). London/New York: Continuum.
    [Google Scholar]
  22. Halliday, M. A. K., McIntosh, A., & Strevens, P.
    (1964) The linguistic sciences and language teaching. London: Longman.
    [Google Scholar]
  23. Halliday, M. A. K., & Matthiessen, C. M. I. M.
    (2004) An introduction to Functional Grammar (3rd ed.). London: Arnold.
    [Google Scholar]
  24. Hasan, R.
    (1975) The place of stylistics in the study of verbal art. InH. Ringborn (Ed.), Style and text: Studies presented to Nils Erik Enviste (pp.49–62). Stockholm: Skriptor.
    [Google Scholar]
  25. (1985/1989) Language, linguistics and verbal art. Geelong, Vic.: Deakin University Press/Oxford: Oxford University Press.
    [Google Scholar]
  26. (1996) Teaching literature across cultural distances. InJ. James (Ed.), The language-culture connection (pp.34–63). Singapore: SEAMEO.
    [Google Scholar]
  27. (1996/2011) Literacy, everyday talk and society. InJ. J. Webster (Ed.), Language and education: Learning and teaching in society. Vol. 3 of The collected works of Ruqaiya Hasan (pp.169–206). London: Equinox.
    [Google Scholar]
  28. (2007) Private pleasure, public discourse: Reflections on engaging with literature. InD. R. Miller & M. Turci (Eds.), Language and verbal art revisited. Linguistic approaches to the study of literature (pp.13–40). London: Equinox.
    [Google Scholar]
  29. (2011) A timeless journey: On the past and future of present knowledge. InSelected works of Ruqaiya Hasan on applied linguistics (pp.xiv–xliii). Beijing: Foreign Language Teaching and Research Press.
    [Google Scholar]
  30. Jakobson, R.
    (1960) Closing statement: Linguistics and poetics. InT. A. Sebeok (Ed.), Style in language (pp.350–377). Cambridge, MA: MIT Press.
    [Google Scholar]
  31. (1966) Grammatical parallelism and its Russian facet. Language42(2), 399–429. 10.2307/411699
    https://doi.org/10.2307/411699 [Google Scholar]
  32. Luporini, A.
    (2019) Corpus-assisted Systemic Socio-Semantic Stylistics: Exploring ‘white’ and ‘red’ in Jean Rhys’ Wide Sargasso Sea. L’analisi linguistica e letterariaXXVII(1), 5–28. Available from: www.analisilinguisticaeletteraria.eu/fascicolo-1-2019/ (last accessed17/03/2020).
    [Google Scholar]
  33. Macken-Horarik, M., Love, K., & Unsworth, L.
    (2011) A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy34(1), 9–23.
    [Google Scholar]
  34. Macken-Horarik, M., Sandiford, C., Love, K., & Unsworth, L.
    (2015) New ways of working ‘with grammar in mind’ in School English: Insights from systemic functional grammatics. Linguistics and Education31, 145–158. 10.1016/j.linged.2015.07.004
    https://doi.org/10.1016/j.linged.2015.07.004 [Google Scholar]
  35. Martin, J. R.
    (1992) English text: System and structure. Amsterdam/Philadelphia: Benjamins. 10.1075/z.59
    https://doi.org/10.1075/z.59 [Google Scholar]
  36. Martin, J. R., & White, P. R. R.
    (2005) The Language of evaluation. Appraisal in English. Basingstoke: Palgrave Macmillan. 10.1057/9780230511910
    https://doi.org/10.1057/9780230511910 [Google Scholar]
  37. Matthiessen, C. M. I. M.
    (2012) Systemic Functional Linguistics as appliable linguistics: Social accountability and critical approaches. D.E.L.T.A.28, 435–471.
    [Google Scholar]
  38. (2019) Register in Systemic Functional Linguistics. Register Studies1(1), 10–41. 10.1075/rs.18010.mat
    https://doi.org/10.1075/rs.18010.mat [Google Scholar]
  39. McIntyre, D.
    (2011) The place of stylistics in the English curriculum. InL. Jeffries & D. McIntyre (Eds.), Teaching stylistics (pp.9–29). Basingstoke: Palgrave Macmillan.
    [Google Scholar]
  40. Miller, D. R.
    (2013) Another look at Social Semiotic Stylistics: Coupling Hasan’s ‘Verbal Art’ framework with ‘the Mukařovský-Jakobson theory’. InC. A. M. Gouveia & M. F. Alexandre (Eds.), Languages, metalanguages, modalities, cultures: Functional and socio-discoursive perspectives (pp.121–140). Lisbon: BonD.
    [Google Scholar]
  41. (2016) Jakobson’s place in Hasan’s Social Semiotic Stylistics: ‘Pervasive parallelism’ as symbolic articulation of theme. InW. Bowcher & J. Liang (Eds.), Society in language, language in society: Essays in honour of Ruqaiya Hasan (pp.59–80). Basingstoke: Palgrave Macmillan. 10.1057/9781137402868_3
    https://doi.org/10.1057/9781137402868_3 [Google Scholar]
  42. (2017a) Language as Purposeful. Functional Varieties of Text (2nd ed.). Bologna: AMSActa/AlmaDL. Available from: amsacta.unibo.it/5504/ (last accessed17/03/2020).
    [Google Scholar]
  43. (2017b) Language and verbal art. InT. Barlett & G. O’Grady (Eds.), Routledge handbook of Systemic Functional Linguistics (pp.506–519). Abingdon, Oxon: Routledge.
    [Google Scholar]
  44. (2019a) Language and literature. InG. Thompson, W. L. Bowcher, L. Fontaine, & J. Y. Liang (Eds.), Cambridge handbook of Systemic Functional Linguistics (pp.689–713). Cambridge: Cambridge University Press. 10.1017/9781316337936.028
    https://doi.org/10.1017/9781316337936.028 [Google Scholar]
  45. (2019b) Methodological triangulation for monitoring teaching practices. Presentation at theEuropean Systemic Functional Linguistics conference 2019, 3–5 July 2019, Leiria, Portugal.
    [Google Scholar]
  46. Miller, D. R., & Luporini, A.
    (2018) Systemic Socio-Semantic Stylistics (SSS) as appliable linguistics: The cases of literary criticism and language teaching/learning. InA. Sellami-Baklouti & L. Fontaine (Eds.), Perspectives from Systemic Functional Linguistics (pp.229–248). Abingdon, Oxon: Routledge. 10.4324/9781315299877‑12
    https://doi.org/10.4324/9781315299877-12 [Google Scholar]
  47. Mukařovský, J.
    (1932/1964) Standard language and poetic language. InP. Garvin (Ed. and Trans.), A Prague School reader on aesthetics, literary structure and style (pp.17–30). Washington, D.C.: Georgetown University Press.
    [Google Scholar]
  48. Paulhus, D. L.
    (1984) Two-component models of socially desirable responding. Journal of Personality and Social Psychology46(3), 598–609. 10.1037/0022‑3514.46.3.598
    https://doi.org/10.1037/0022-3514.46.3.598 [Google Scholar]
  49. Ryan, F., Coughlan, M., & Cronin, P.
    (2009) Interviewing in qualitative research: The one-to-one interview. International Journal of Therapy and Rehabilitation16(6), 309–314. 10.12968/ijtr.2009.16.6.42433
    https://doi.org/10.12968/ijtr.2009.16.6.42433 [Google Scholar]
  50. Schleppegrell, M.
    (2013) The role of metalanguage in supporting academic language development. Language Learning63(Suppl. 1), 153–170. 10.1111/j.1467‑9922.2012.00742.x
    https://doi.org/10.1111/j.1467-9922.2012.00742.x [Google Scholar]
  51. Thompson, G.
    (2014) Introducing Functional Grammar (3rd ed.). Abingdon, Oxon: Routledge. 10.4324/9780203785270
    https://doi.org/10.4324/9780203785270 [Google Scholar]
  52. Williams, G.
    (2004) Ontogenesis and grammatics: Functions of metalanguage in pedagogical discourse. InG. Williams & A. Lukin (Eds.), The development of language: Functional perspectives on species and individuals (pp.241–267). London/New York: Continuum.
    [Google Scholar]
  53. (2016) Reflection literacy in the first years of schooling: Questions of theory and practice. InW. Bowcher & J. Y. Liang (Eds.), Society in language, language in society: Essays in honour of Ruqaiya Hasan (pp.333–356). Basingstoke: Palgrave Macmillan. 10.1057/9781137402868_14
    https://doi.org/10.1057/9781137402868_14 [Google Scholar]
  54. Zyngier, S., & Fialho, O.
    (2016) Pedagogical stylistics: Charting outcomes. InV. Sotirova (Ed.), The Bloomsbury companion to stylistics (pp.208–230). London: Bloomsbury.
    [Google Scholar]
  55. Zyngier, S., Fialho, O., & Rios, P. A. D. P.
    (2007) Revisiting literary awareness. InG. Watson & S. Zyngier (Eds.), Literature and stylistics for language learners (pp.194–209). Basingstoke: Palgrave Macmillan. 10.1057/9780230624856_15
    https://doi.org/10.1057/9780230624856_15 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/rs.19003.mil
Loading
/content/journals/10.1075/rs.19003.mil
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error