scholarly journals Scientific concepts as meaning-making resources for young EFL learners in the learning of pragmatics

2021 ◽  
Vol 4 (2) ◽  
pp. 191-212
Author(s):  
Anders Myrset
Keyword(s):  
Meaning Making ◽  
Scientific Concepts ◽  
Efl Learners

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 Using Science Fiction Films to Advance Critical Literacies for EFL Students in China

2019 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Shuyuan Liu
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Science Fiction ◽  
Language Learning ◽  
Curriculum Design ◽  
Meaning Making ◽  
New Technology ◽  
Efl Learners ◽  
Critical Literacies ◽  
Science Fiction Films

As a unique literary genre, science fiction can serve as a motivating text to develop students’ critical analytical skills and to promote critical thinking about new technology and its societal controversies under proper guidance. In the field of English as Foreign Language (EFL) learning, using science fiction films in the classroom affords EFL learners new language-learning experiences. This paper explains how films, as a multimodal resource in EFL classes, can enrich students’ multiliteracies—specifically how the science fiction genre can develop students’ critical literacies under careful meaning-making curriculum design. A preliminary study, taking 30 students in a foreign language high school in China, is reported in this paper. Findings reveal that carefully selected science fiction films such as I am Legend and Blade Runner can serve as pivotal sources for developing EFL learners’ literacy under the multiliteracies pedagogy. Such films can also connect students with Western ideology to reinforce their identity as participants in globalization. This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material.

scholarly journals Investigating Interpersonal Meaning-Making in Indonesian EFL Learners' Writing: A Systemic Functional Perspective

2021 ◽  
Vol 5 (2) ◽  
pp. 183-191
Author(s):  
Yasinda Kania Afsari ◽  
◽  
Murti Ayu Wijayanti ◽  
Dhafid Wahyu Utomo ◽  
◽  
...  
Keyword(s):  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Point Of View ◽  
Communicative Skills ◽  
Efl Learners ◽  
Functional Perspective ◽  
Pedagogical Implication ◽  
The Common ◽  
The Relationship ◽  
Zero Frequency

This study presents an investigation of interpersonal meaning-making in students’ writing analytical exposition text. The objectives of this study are to describe the common mood types and to describe modality realization used in the text. Nine texts from 144 texts were collected to analyze. The theories from Systemic Functional Linguistics are adapted as the framework to analyze the clause of the text. The findings of this study showed that students have used mood types which can be seen in the use of subject and finite as mood elements, and the use of predicator, adjunct, and complement as residue. The arrangement of mood element ad residue shows the mood type they used. Regarding to SFL theories, the common mood type in this study is declarative as its function of analytical exposition text to discuss topic critically and deeply from one point of view. The result showed that students have attempted to provide information in the text. In the terms of modality, the median modality has a higher frequency in this text than that of high modality and low modality. It indicates that the students have an effort to position themselves and build the relationship to the reader in the text. Moreover, the zero frequency of low modality shows that the students did not provide opportunities for readers to doubt their position in the text. In conclusion, problem –solving approach as the pedagogical implication is appropriate for students to improve cognitive aspects in terms of communicative skills, so students have been able to create the effective analytical exposition text which is intended to discuss something critically from one point of view.

Meaning-Making: Therapeutic Processes in Adult Development and Meaning and Medicine.

1992 ◽  
Vol 37 (11) ◽  
pp. 1222-1223
Author(s):  
No authorship indicated
Keyword(s):  
Adult Development ◽  
Meaning Making ◽  
Therapeutic Processes

Predicting Post-Trauma Quality of Life: Meaning-Making Trumps Medical Reality

2008 ◽  
Author(s):  
Ed De St. Aubin ◽  
Abbey Valvano ◽  
Terri Deroon-Cassini ◽  
Jim Hastings ◽  
Patricia Horn
Keyword(s):  
Quality Of Life ◽  
Meaning Making ◽  
Life Meaning

Narrative coaching - Towards personal and social meaning-making

2009 ◽  
Author(s):  
Reinhard Stelter
Keyword(s):  
Meaning Making ◽  
Social Meaning

"Did God cause or allow my struggle?" Direct and indirect agency, anger at God, and meaning-making

2014 ◽  
Author(s):  
Matthew J. Lindberg ◽  
Julie J. Exline
Keyword(s):  
Meaning Making
Sign in / Sign up

Export Citation Format

Share Document