영어학습자의 텍스트에 나타난 언어자원 사용에 대한 연구
Studies on Linguistic Resources in English Learners’ Texts
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The study examines the linguistic resources used in the self-introduction produced by English learners in a university level. According to the Systemic Functional Linguistics (SFL), language is functional. Language users, whether they are novices or proficient users, employ language as linguistic resources to make meanings. And social and cultural contexts play important roles when making choices among those linguistic resources. The purpose of the study is to find out what linguistic choices the English language learners make in order to make meanings in their writing. Following the SFL theoretical framework, the study looks at the English linguistic resources in terms of three metafunctions. For the ideational metafunction, the content words, prepositional phrases, and adverbial clauses are examined to see what the learners try to convey through the texts. For the interpersonal metafunction, verbial phrases are looked at to understand how the learners form the relationship with the reader through their linguistic choices. Furthermore, the thematic development of the texts are examined to see how the learners develop their introduction to perform the textual metafunction. The results of the study reveal that the English learners have a certain degree of limitations utilizing the linguistic resources they have in terms of all three metafunctions.
Abstract
The study examines the linguistic resources used in the self-introduction produced by English learners in a university level. According to the Systemic Functional Linguistics (SFL), language is functional. Language users, whether they are novices or proficient users, employ language as linguistic resources to make meanings. And social and cultural contexts play important roles when making choices among those linguistic resources. The purpose of the study is to find out what linguistic choices the English language learners make in order to make meanings in their writing. Following the SFL theoretical framework, the study looks at the English linguistic resources in terms of three metafunctions. For the ideational metafunction, the content words, prepositional phrases, and adverbial clauses are examined to see what the learners try to convey through the texts. For the interpersonal metafunction, verbial phrases are looked at to understand how the learners form the relationship with the reader through their linguistic choices. Furthermore, the thematic development of the texts are examined to see how the learners develop their introduction to perform the textual metafunction. The results of the study reveal that the English learners have a certain degree of limitations utilizing the linguistic resources they have in terms of all three metafunctions.
참고문헌 (19)
- 이관규, "체계기능언어학의 특성과 텍스트 평가", 문법 교육, 34, pp.195~222 (2018), 한국문법교육학회[DOI]
- 이승연, "사회과 텍스트 분석을 위한 비판적 담화 분석 방법의 이용 : 체계기능언어학적 분석을 중심으로", 시민교육연구, 48(4), pp.173~224 (2016), 한국사회과교육학회
- Achugar, M., "Engaging Teachers in Language Analysis : A Functional Linguistics Approach to Reflective Literacy", English Teaching : Practice and Critique, 6(2), pp.8~24 (2007)
- Derewianka, B., "Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). NALDIC, Reading" (2011)
- Eggins, S., "Introduction to Systemic Functional Linguistics" (2004), Continuum
- Fang, Z., "Scientific Literacy : A Systemic Functional Linguistics Perspective", Issues and Trends, pp.335~347 (2004)
- Gebhard, M., "Teacher Education in Changing Times: A Systemic Functional Linguistics (SFL) Perspective", TESOL Quarterly, 44(4), pp.797~803 (2010)
- Halliday, M. A. K., "An Introduction to Functional Grammar" (1985), Edward Arnold
- Halliday, M. A. K., "Spoken and Written Language" (1989), Oxford University Press
- Halliday, M. A. K., "An Introduction to Functional Grammar" (1994), Edward Arnold
- Halliday, M. A. K., "An Introduction to Functional Grammar" (2004), Edward Arnold
- Halliday, M. A. K., "Halliday’s Introduction to Functional Grammar" (2014), Routledge
- 김명희, "Coherence and Cohesion in the Narratives of Korean EFL Learners", 담화와 인지, 10(3), pp.31~56 (2003), 담화·인지언어학회
- Martin, J. R., "Genre and Language Learning", Linguistics and Education, 20, pp.10~21 (2009)
- Paltridge, B., "Making Sense of Discourse Analysis" (2000), Antipodean Educational Enterprises
- Schleppegrell, M. J., "Grammar as Resource: Writing a Description", Research on the Teaching of English, 32(3), pp.182~211 (1998)
- Schleppegrell, M. J., "The Language of Schooling" (2004), Erlbaum
- Thompson, G., "Introducing Functional Grammar" (2014), Routledge
- 우수정, "A Corpus-based Analysis of Discourse Function of So in the Spoken Monologue of EFL Learners", 언어학연구, 23(3), pp.189~212 (2018), 한국언어연구학회[DOI]