Abstract
While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradition. Drawing on the framework of process type from systemic functional linguistics, the present study utilizes 500 pieces of texts from ten writing tasks written by a class of 50 Chinese high school students as the data to explore how these adolescent L2 writers deploy process types to instantiate the experiential meaning in their L2 English writing. Findings show that registerial difference exists in the deployment of process type in different writing tasks. In addition, simple, congruent process type is deployed in their writing. Pedagogical recommendations on how to include the system of process type in ESL writing are provided.
Highlights
In recent years, adolescent L2 writing has seen an exponential growth of research
Given the relative lack of knowledge of writing as meaning-making in chinese adolescent L2 writing, a study that investigates Chinese adolescent L2 writing from this perspective can provide us with knowledge on how are Chinese adolescent L2 learners able to deploy their L2 linguistic resources to make meaning in their writing
The present study aims to fill this gap by adding more new knowledge in this field. With all these gaps left, the following research questions have guided this study: (1) How do students deploy the system of process type in realizing their experiential meaning potential?
Summary
Adolescent L2 writing has seen an exponential growth of research. The body of literature on adolescent L2 writing focuses on various facets of this group of writers, such as identity (Harklau 2011), error analysis (Pennington et al 1996), genre (Roca de Larios, Martin, and Murphy 2001), technology and internet (Lam 2000), feedback (Lee 2007b), and assessment (Lee 2007a). The bulk of adolescent L2 writing literature so far has relatively little to do with longitudinal perspective. Given the relative lack of knowledge of writing as meaning-making in chinese adolescent L2 writing, a study that investigates Chinese adolescent L2 writing from this perspective can provide us with knowledge on how are Chinese adolescent L2 learners able to deploy their L2 linguistic resources to make meaning in their writing.
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