Abstract
This research investigates the changes in English as a Foreign Language (EFL) learners’ psychological attributes in relation to awareness of the lexicogrammatical features and generic structures of a discussion genre essay. This was achieved by implementing a genre-based approach to text-based writing lessons during a 15-week course. The following lesson procedure was implemented: stage (1): modeling and deconstruction of a text, stage (2): writing of target texts, stage (3): genre analysis of peers’ essays, and stage (4): writing of an analysis reflection. The results indicated specific improvements in genre-based writing, particularly among low-proficiency English learners. Results suggest that their understanding of “interpersonal meaning” such as modal verbs improved. Improvements in the use of modal auxiliaries were also noted, in that the word “should” did not appear in pre-writing texts; however, the frequency improved in post-writing texts, especially in the final paragraph, which comprised the writers’ opinions and suggestions.
Highlights
Systematic functional linguistics (SFL) is a theoretical approach that analyzes the relationship between social contexts and linguistic aspects (Halliday & Matthiessen, 2014)
Similar results were observed for the reflection on genre purpose
Teaching writing based on SFL-genre-based approach (GBA) can provide English as a Foreign Language (EFL) learners with the opportunity to learn that the word can has the meaning of possibility and has a degree of value
Summary
Systematic functional linguistics (SFL) is a theoretical approach that analyzes the relationship between social contexts and linguistic aspects (Halliday & Matthiessen, 2014). The core concepts of SFL are language as functional and language as meaning-making (Halliday, 1978). The first concept refers to language attributes: understanding a language means understanding how people use the language in context and how it is structured for use (Halliday & Matthiessen, 2014). According to the second concept, language as meaning-making, speakers and writers have a systematic choice in a particular context (Halliday & Matthiessen, 2014). The context of a situation is related to the meaning-making choice
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