Understanding textual meaning-making in Chinese high school EFL learners’ writing

2021 ◽  
Author(s):  
Winfred Wenhui Xuan ◽  
Dongbing Zhang
Keyword(s):  
High School ◽  
Meaning Making ◽  
Analytical Framework ◽  
Information Organization ◽  
Student Writing ◽  
Efl Learners ◽  
Holistic Understanding ◽  
Text Types ◽  
Textual Meaning ◽  
Different Levels

Abstract The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students’ writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels – that is, clause, paragraph, and text – from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners.

scholarly journals A Comparative Study of the IGM Use in China’s English Textbooks

2021 ◽  
Vol 12 (5) ◽  
pp. 771-776
Author(s):  
Haiming Zhou ◽  
Chenxiang Mao ◽  
Chunhong Ma ◽  
Sen Zhou
Keyword(s):  
High School ◽  
Comparative Study ◽  
Junior High School ◽  
English Learners ◽  
High School Senior ◽  
Proper Understanding ◽  
Efl Learners ◽  
School Senior ◽  
English Textbooks ◽  
Different Levels

IGM (ideational grammatical metaphor) is frequently used in English textbooks, the application of which may influence learners’ proper understanding. The present paper conducts an empirical research on the application of IGM in three English textbooks for English learners of different levels in China including junior high school, senior high school and college with a view to exploring the rate and tendency of IGM application at different levels. It is found that IGM is favored in all the textbooks and nominalization ranks the first among other types of IGM. Besides, the higher the learning level is, the more frequently IGM is used. These findings suggest that the use of IGM in the investigated textbooks turned to be appropriate for EFL learners across three different levels.

The distributive knot: negotiators’ responsibility to untie complex demands

2017 ◽  
Vol 32 (4) ◽  
pp. 535-540 ◽  
Author(s):  
Alain Lempereur ◽  
Michele Pekar
Keyword(s):  
Demand Response ◽  
Automotive Industry ◽  
Design Methodology ◽  
Analytical Framework ◽  
Content Type ◽  
Business System ◽  
Response Dynamic ◽  
Managerial System ◽  
Deal Making ◽  
Different Levels

Purpose This article aims to explore the fundamental negotiation structure as a demand/response dynamic. It tests it in a complex business system, where a manager as a negotiator is confronted with multiple demands or pressures at different levels from a variety of stakeholders, both external and internal. Design/methodology/approach Based on concrete examples from the automotive industry, it presents an analytical framework to tackle all negotiation interactions. Findings This article suggests that it is possible to describe all negotiation interactions, whether they are simple or complex, through a demand/response framework. Originality/value This contribution examines a fundamental structure for negotiation responsibility – the demand/response dynamic – defining the mission of any negotiator in deal-making or dispute resolution as to try to supply a response to the expressed crossed demands. Second, the proposed theoretical model of demand/response is transposed and tested in a managerial system where a sales negotiator is confronted with demands from more sources, both external and internal, with the responsibility to satisfy as best as possible the various stakeholders and the capacity to address each of them with different moves.

scholarly journals Natural resource abundance and eminent domain: A case study from Africa

2012 ◽  
Vol 27 (4) ◽  
pp. 319-325 ◽  
Author(s):  
Franklin Obeng-Odoom
Keyword(s):  
West Africa ◽  
Natural Resource ◽  
Analytical Framework ◽  
Eminent Domain ◽  
Resource Abundance ◽  
Local Impacts ◽  
Compulsory Purchase ◽  
Oil City ◽  
Different Levels

This Viewpoint article draws on the doctrine of eminent domain (or compulsory purchase) as an analytical framework to analyse the regional and local impacts of a new source of oil. Sekondi-Takoradi, an oil city located in Ghana, West Africa, is used as a case study to explore the differentiated experiences of local people. The article shows that, although there are complex distributional issues that require different levels of compensation and betterment to be assessed and paid for, it is unlikely that they will, in fact, even be considered.

Affect in sociolinguistic style

2021 ◽  
pp. 1-26
Author(s):  
Teresa Pratt
Keyword(s):  
High School ◽  
Political Economy ◽  
Meaning Making ◽  
Speech Rate ◽  
Voice Quality ◽  
High Energy ◽  
Institutional Settings ◽  
Bay Area ◽  
Recent Scholarship ◽  
Affective Value

Abstract This article argues for a focus on affect in sociolinguistic style. I integrate recent scholarship on affective practice (Wetherell 2015) and the circulation of affective value (Ahmed 2004b) in order to situate the linguistic and bodily semiotics of affect as components of stylistic practice. At a Bay Area public arts high school, ideologically distinct affects of chill or high-energy are co-constructed across signs and subjects. I analyze a group of cisgender young men's use of creaky voice quality, speech rate, and bodily hexis in enacting and circulating these affective values. Crucially, affect co-constructs students’ positioning within the high school political economy (as college-bound or not, artistically driven or not), highlighting the ideological motivations of stylistic practice. Building on recent scholarship, I propose that a more thorough consideration of affect can deepen our understanding of meaning-making as it occurs in everyday interaction in institutional settings. (Affect, political economy, embodiment, bricolage, voice quality, speech rate, high school)

scholarly journals Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

2016 ◽  
Vol 9 (4) ◽  
pp. 239 ◽  
Author(s):  
Mehmet Bardakci
Keyword(s):  
Vocabulary Knowledge ◽  
Online Database ◽  
Efl Learners ◽  
Related Literature ◽  
L2 Vocabulary ◽  
Different Levels

<p class="Abstract">Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles were analysed. In the first stage of the study, learner essays (n=84) and native essays (n=75) were compared in terms of vocabulary profiles through the use of an online database, and each participant obtained vocabulary profile scores from four different levels. In the next stage, the learners’ depth and breadth of vocabulary knowledge were measured by using two different vocabulary tests, and then the scores they obtained on these tests were hierarchically regressed on their profile scores. The results suggested that both breadth and depth of vocabulary knowledge had significant and robust effects on the L2 vocabulary profiles of the EFL learners; however, depth of vocabulary knowledge appeared to be a better predictor of vocabulary profiles than breadth of vocabulary knowledge.</p>

The role of text type and strategy use in L2 lexical inferencing

2018 ◽  
Vol 56 (2) ◽  
pp. 231-252
Author(s):  
Ming-yueh Shen
Keyword(s):  
Strategy Use ◽  
Text Structure ◽  
Expository Texts ◽  
First Year ◽  
Efl Learners ◽  
Text Type ◽  
Lexical Inferencing ◽  
Text Types ◽  
Quantitative Analyses

Abstract This study aimed to determine as to whether or not the text type and strategy usage affect the EFL learners’ lexical inferencing performance. The participants were comprised of 87 first-year English majors at a technical university. Data were collected from (1) a lexical inferencing test with excerpts of narrative and expository texts, for which both multiple-choice and definition tasks were designed, respectively, and then (2) the responses from the learners’ self-reported strategy usage. The quantitative analyses demonstrated that the text types significantly affected the EFL learners’ lexical inferencing performance, in which the EFL learners performed better for the narrative excerpt than for the expository texts. However, significant coefficients between the strategy use and the lexical inferencing performance were not found in this study. The results further implied that the text structure and the lexical inferencing strategies should be explicitly taught to the EFL learners.

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