Abstract
This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.
Highlights
Introduction and ProblemsA literature review (Feez, 2002; Derewianka, 2003; Halliday & Matthiessen, 2004; Foley, 2005; LUU, 2011; Srinon, 2011) revealed that most studies addressed either teaching writing or accurately using academic language to the EFL students in the tertiary educational level
When these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course
In regards to the generic structure, the personal experience recount is constructed into three ordering stages: Orientation, Series of Events and Re-orientation/CODA functionally organized in the following generic structure stages (Martin, 1993): Orientation ^ Sequence of Events ^ Re-orientation which indicates the sequence of the elements of structure
Summary
A literature review (Feez, 2002; Derewianka, 2003; Halliday & Matthiessen, 2004; Foley, 2005; LUU, 2011; Srinon, 2011) revealed that most studies addressed either teaching writing or accurately using academic language to the EFL students in the tertiary educational level. There are many approaches and methods for teaching English writing and genre-based approach is one of the fruitful ideologies which has gained attention from educators and researchers around the world (Callaghan & Rothery, 1993; Martin, 1993; Halliday, 1994; Paltridge, 2001, Christie & Unsworth, 2006; Gibbon, 2007; Christie & Derewianka, 2008; Thompson, 2014) In this regard, Johns (2002) has implemented SFL genre-based approach with attempting to validate standard structures of the text and stages of rhetorical moves focusing on the varieties of grammatical features, to teach writing in K12 and at adult-learner levels. Based on the preliminary problems, Thai learners today must be trained for a better level of English competence and that productive skills must be promoted in the country’s educational system in order to challenge their communicative abilities beyond EFL and the global competition
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