Enhancing Critical Language Awareness with Discourse Analysis Frameworks in the EFL Context
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This study aimed to investigate if EFL learners could develop their writing ability and enhance critical language awareness (CLA) (Ellis, 2012; Fairclough, 1989) after employing discourse. To achieve this goal, this study centered on the role of CLA as a critical mind-set to help English learners gain deeper insights into the nature of the language. After expository teaching of CLA combined with Van Dijk’s discourse analysis frameworks (1988, 1998, & 2006)—such as actor description, quoting authority, comparison, disclaimers, euphemism, evidentiality, hyperbole, implication, irony, presupposition, etc.—the study explored attitudes, interests, motivation, and improvement in writing, shaped by CLA. For this qualitative research, learners’ compositions on the final exam and composition notebooks were collected, examined, discussed, and evaluated with the assistance of two other native instructors. According to the results, there were clear differences in learners’ writing between (EG). were motivated by their freedom of text collection and use of the CLA framework in discussions and writing, and their attitudes toward writing were changed by the controversial issues presented, even though they exhibited a preference for certain CLA frameworks over others. In conclusion, employing CLA improved writing, promoted learners’ motivation in writing, and the discourse analysis framework was useful in enhancing their writing.
Abstract
This study aimed to investigate if EFL learners could develop their writing ability and enhance critical language awareness (CLA) (Ellis, 2012; Fairclough, 1989) after employing discourse. To achieve this goal, this study centered on the role of CLA as a critical mind-set to help English learners gain deeper insights into the nature of the language. After expository teaching of CLA combined with Van Dijk’s discourse analysis frameworks (1988, 1998, & 2006)—such as actor description, quoting authority, comparison, disclaimers, euphemism, evidentiality, hyperbole, implication, irony, presupposition, etc.—the study explored attitudes, interests, motivation, and improvement in writing, shaped by CLA. For this qualitative research, learners’ compositions on the final exam and composition notebooks were collected, examined, discussed, and evaluated with the assistance of two other native instructors. According to the results, there were clear differences in learners’ writing between (EG). were motivated by their freedom of text collection and use of the CLA framework in discussions and writing, and their attitudes toward writing were changed by the controversial issues presented, even though they exhibited a preference for certain CLA frameworks over others. In conclusion, employing CLA improved writing, promoted learners’ motivation in writing, and the discourse analysis framework was useful in enhancing their writing.
참고문헌 (56)
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