A Practical Application of the Appraisal Framework on Enhancement of Critical Literacy in EFL Reading Class
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The topic of critical literacy has seen little research on EFL reading classrooms doing Systemic Functional Linguistics (SFL) with students, especially in the high school context. Critical literacy can stimulate learners’ capabilities of thinking and plays an essential role in promoting learners’ linguistic capacity and reading ability. This study, therefore, examined how instructional use of SFL analytic resources enhanced critical literacy in high school English reading classes by analyzing one high school reading classroom in which students read online consumer reviews and a text of the political speech. The study explored how students responded to applying linguistic tools such as the appraisal and identification analysis that made discernible the practice in which discourse arranged people to think and behave in certain ways, not the others. Findings suggested that SFL analysis tools aided students in recognizing linguistic items that authors chose and bringing contextual resources to interpret and evaluate the discourse, and finally supporting their ability in critical reading. This study offers meaningful and practical data for both researchers and educators in developing a curriculum for a critical reading class using SFL.
Abstract
The topic of critical literacy has seen little research on EFL reading classrooms doing Systemic Functional Linguistics (SFL) with students, especially in the high school context. Critical literacy can stimulate learners’ capabilities of thinking and plays an essential role in promoting learners’ linguistic capacity and reading ability. This study, therefore, examined how instructional use of SFL analytic resources enhanced critical literacy in high school English reading classes by analyzing one high school reading classroom in which students read online consumer reviews and a text of the political speech. The study explored how students responded to applying linguistic tools such as the appraisal and identification analysis that made discernible the practice in which discourse arranged people to think and behave in certain ways, not the others. Findings suggested that SFL analysis tools aided students in recognizing linguistic items that authors chose and bringing contextual resources to interpret and evaluate the discourse, and finally supporting their ability in critical reading. This study offers meaningful and practical data for both researchers and educators in developing a curriculum for a critical reading class using SFL.
참고문헌 (42)
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