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

Wenhui Xuan, Xue’e Huang

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)227-238
Number of pages12
JournalAsia-Pacific Education Researcher
Volume26
Issue number5
DOIs
Publication statusPublished - 1 Oct 2017

Keywords

  • Chinese high school learners
  • ESL writing
  • Modality
  • Systemic functional linguistics

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