A Systemic Functional Approach to Discourse Analysis of Group Interactions

Discourse analyses of EFL and ESL classroom interactions bring with them the potential to provide insights into the processes involved in the teaching and learning of English an additional language (EAL), a second language (ESL) or a foreign language (EFL). These processes have been studied from dif...

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Detalles Bibliográficos
Autor: Ramos Marin, Lissette
Tipo de recurso: tesis de maestría
Estado:Versión publicada
Fecha de publicación:2012
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/220614
Acceso en línea:https://hdl.handle.net/10533/220614
Access Level:acceso abierto
Palabra clave:Humanidades
Lenguage y Literatura
Lingüística
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dc.title.es_CL.fl_str_mv A Systemic Functional Approach to Discourse Analysis of Group Interactions
dc.title.none.fl_str_mv A systemic functiónal approach to discourse analysis of group interactións
title A Systemic Functional Approach to Discourse Analysis of Group Interactions
spellingShingle A Systemic Functional Approach to Discourse Analysis of Group Interactions
Ramos Marin, Lissette
Humanidades
Lenguage y Literatura
Lingüística
title_short A Systemic Functional Approach to Discourse Analysis of Group Interactions
title_full A Systemic Functional Approach to Discourse Analysis of Group Interactions
title_fullStr A Systemic Functional Approach to Discourse Analysis of Group Interactions
title_full_unstemmed A Systemic Functional Approach to Discourse Analysis of Group Interactions
title_sort A Systemic Functional Approach to Discourse Analysis of Group Interactions
dc.creator.none.fl_str_mv Ramos Marin, Lissette
author Ramos Marin, Lissette
author_facet Ramos Marin, Lissette
author_role author
dc.contributor.advisor.none.fl_str_mv Walsh, John
dc.contributor.institution.es_CL.fl_str_mv UNIVERSITY OF ADELAIDE
dc.subject.oecd1n.es_CL.fl_str_mv Humanidades
topic Humanidades
Lenguage y Literatura
Lingüística
dc.subject.oecd2n.es_CL.fl_str_mv Lenguage y Literatura
dc.subject.oecd3n.es_CL.fl_str_mv Lingüística
description Discourse analyses of EFL and ESL classroom interactions bring with them the potential to provide insights into the processes involved in the teaching and learning of English an additional language (EAL), a second language (ESL) or a foreign language (EFL). These processes have been studied from different perspectives, including research which has looked at the structure and the patterns of interactions (Sinclair & Coulthard 1975; Mehan 1979), as well as research which have evaluated the effectiveness of the interactions in the learning process (Baker 1994; Cazden 1988; Wells 1996). These different foci have had the broad aim of bringing new knowledge and the possibility of improving teaching and learning processes. The focus of this study is on those interactions which are oriented to academic literacy tasks within one specific context, namely a Pre-Enrolment Program (PEP) classroom at Adelaide University. The PEP aims to develop the academic literacy skills of international students and the class is, therefore, considered an ESL classroom. The study analyses two “group discussions” using tools from the Systemic Functional Linguistics (SFL) approach to discourse analysis (Martin &Rose 2003; Eggins & Slade 1997).The aim is to understand how learners interact with each as they endeavour to develop their written academic skills. These interactions are focused on four academic articles which form the basis of a discussion to be written by each student as an assessment task in the PEP. The analysis and interpretation of the interactions provide an account of the ways in which the students and the teacher interact in order to build common knowledge about the essay writing task. Specific attention is paid to the roles and functions of the speakers and their contributions and their evaluative comments about the four articles to shed light on the objective of the task which is to share information to facilitate the writing of an essay. The dissertation discussion centres on the structure of these commonplace classroom activities, as well as the challenges they present to learners and teachers in this context.
publishDate 2012
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dc.date.accessioned.none.fl_str_mv 2018-09-24T12:20:53Z
2022-08-17T21:48:18Z
dc.date.available.none.fl_str_mv 2018-09-24T12:20:53Z
2022-08-17T21:48:18Z
dc.type.none.fl_str_mv Tesis Magíster
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spelling UNIVERSITY OF ADELAIDERamos Marin, Lissette2012https://hdl.handle.net/10533/220614http://purl.org/coar/access_right/c_abf2LingüísticaLenguage y LiteraturaHumanidadesA Systemic Functional Approach to Discourse Analysis of Group InteractionsWalsh, JohnUNIVERSITY OF ADELAIDEAustraliaRamos Marin, Lissette2018-09-24T12:20:53Z2022-08-17T21:48:18Z2018-09-24T12:20:53Z2022-08-17T21:48:18Z2012Discourse analyses of EFL and ESL classroom interactions bring with them the potential to provide insights into the processes involved in the teaching and learning of English an additional language (EAL), a second language (ESL) or a foreign language (EFL). These processes have been studied from different perspectives, including research which has looked at the structure and the patterns of interactions (Sinclair & Coulthard 1975; Mehan 1979), as well as research which have evaluated the effectiveness of the interactions in the learning process (Baker 1994; Cazden 1988; Wells 1996). These different foci have had the broad aim of bringing new knowledge and the possibility of improving teaching and learning processes. The focus of this study is on those interactions which are oriented to academic literacy tasks within one specific context, namely a Pre-Enrolment Program (PEP) classroom at Adelaide University. The PEP aims to develop the academic literacy skills of international students and the class is, therefore, considered an ESL classroom. The study analyses two “group discussions” using tools from the Systemic Functional Linguistics (SFL) approach to discourse analysis (Martin &Rose 2003; Eggins & Slade 1997).The aim is to understand how learners interact with each as they endeavour to develop their written academic skills. These interactions are focused on four academic articles which form the basis of a discussion to be written by each student as an assessment task in the PEP. The analysis and interpretation of the interactions provide an account of the ways in which the students and the teacher interact in order to build common knowledge about the essay writing task. Specific attention is paid to the roles and functions of the speakers and their contributions and their evaluative comments about the four articles to shed light on the objective of the task which is to share information to facilitate the writing of an essay. The dissertation discussion centres on the structure of these commonplace classroom activities, as well as the challenges they present to learners and teachers in this context.Análisis de interacciones de grupo en la sala de clases de inglés como segunda lengua de un curso PEP. Se usó análisis de conversaciones desde la perspectiva de la Lingüística Sistémico Funcional.PFCHA-BecasMaster of Arts (Applied Linguistics)PFCHA-Becas73091375https://hdl.handle.net/10533/220614instname: Conicytreponame: Repositorio Digital RI2.0handle/10533/166514handle/10533/166407handle/10533/108040info:eu-repo/grantAgreement//73091375info:eu-repo/grantAgreement//73091375info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488info:eu-repo/semantics/openAccessAttribution-NoDerivs 3.0 Chilehttp://creativecommons.org/licenses/by-nd/3.0/cl/HumanidadesLenguage y LiteraturaLingüísticaA Systemic Functional Approach to Discourse Analysis of Group InteractionsA systemic functiónal approach to discourse analysis of group interactiónsTesis Magísterinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/220614PFCHA-Becasdc8a8df7-77cf-4b7a-9ace-befc8fb5109fvirtual::54256-1dc8a8df7-77cf-4b7a-9ace-befc8fb5109fvirtual::54256-1ORIGINALTesisLissetteRamos.pdfTesis Completaapplication/pdf2870585https://repositorio.anid.cl/bitstreams/647f4790-1096-4d4c-a522-93263dde0d08/downloadbe03f63f831e5d16143482891bda3e09MD51Appendix.pdfApendicesapplication/pdf3060827https://repositorio.anid.cl/bitstreams/b14bb8d1-dcaa-45b0-a365-b93e3470e771/download87210e4a84289e7f818c4e0eeca8496cMD52CC-LICENSElicense_rdfapplication/octet-stream1223https://repositorio.anid.cl/bitstreams/d3e07322-6c9e-415e-a1f8-1a0a0ee9e103/downloade924f67ab89699e49759d603359f23fdMD53LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/cc086bcd-bae3-4650-bac7-8e20333dfe6d/download593a6e7305c66c56041a9f9e15a649c1MD54TEXTTesisLissetteRamos.pdf.txtExtracted texttext/plain166744https://repositorio.anid.cl/bitstreams/5cd18660-6edc-4978-bfa2-9e15ef30001a/download04ce46a2e3f9cda2ab9150e6c4d67689MD55Appendix.pdf.txtExtracted texttext/plain49411https://repositorio.anid.cl/bitstreams/514ded3c-d793-4cd8-aa0d-812f65e797b3/downloadbb4505154ddee88405e610656ca4dee1MD56THUMBNAILTesisLissetteRamos.pdf.jpgIM Thumbnailimage/jpeg2198https://repositorio.anid.cl/bitstreams/eb64d6e3-a64d-405d-8a0d-da5e076737cb/download90f64a5c59bc7c64b88d70e46e2170a7MD57Appendix.pdf.jpgIM Thumbnailimage/jpeg4259https://repositorio.anid.cl/bitstreams/baef527f-29b2-48ed-84f7-68f141a43c67/download5be0707a60cdb40f93387afc1f9e92b4MD5810533/220614oai:repositorio.anid.cl:10533/2206142023-07-24 17:30:37.031http://creativecommons.org/licenses/by-nd/3.0/cl/info:eu-repo/semantics/openAccesshttps://repositorio.anid.clRepositorio ANIDaletelier@anid.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