Text-Based Research and Teaching - A Social Semiotic Perspective on Language in Use

Acknowledgements

Contents

Notes on the Contributors

Abbreviations and Acronyms

List of Figures

List of Tables

List of Transcripts

1: Introduction: Text-Based Research and Teaching

Text-Based Research in Everyday Settings

Text-Based Language Pedagogy

Language use in lessons - experiencing and expressing meanings

Multimodality in Text-Based Teaching

Conclusion

References

Part I: Text-Based Research in Everyday Social Settings

2: Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy

Language Awareness, Ideology and Social Responsibility

Social Semiotics and the Teaching of Languages

Comprehend and Express Meanings

Observe and Understand

Respond to Texts

Analyse Texts

Formulate and Compose Texts

Continuing Text-Based Research

Curriculum Transformation and Pedagogic Renewal

References

3: A Month of Climate Change in Australia: A Corpus-Driven Analysis of Media Discourse

Theoretical Background

Methodology

Findings

The Pilot Corpus as a Whole

The Subcorpora

The Fairfax and News International Subcorpora

The Construal of Climate Change Within the Corpus

Public Opinion

Conclusion

References

4: Neoliberal Ideology Only “Partially” to Blame in the Global Financial Crisis? A Critical Discourse Analysis of Alan Greenspan’s Public Discourses on the 2007/8 GFC

Data and Rationale for Selection

Theoretical Frameworks

Critical Discourse Analysis

Systemic Functional Linguistics (SFL)

Transitivity

Engagement Within Appraisal Theory

Monoglossia and Heteroglossia

Methodology, Data Analysis and Discussion

Transitivity Data Analyses and Discussion

Examining Greenspan’s Construal of His Experience of the Financial Crisis: Brookings Institute Paper, The Crisis

Discussion

Transitivity Analysis: Commissioner Brooksley Born Examines Greenspan

Engagement Data Analyses and Discussion

Examining How Greenspan Positions Himself Dialogically in His Opening Testimony on The Crisis in the FCIC Hearings

Discussion

Greenspan’s Opening Statement: The Epic Hero

Exploring How Greenspan Positions Himself Dialogically in the Examination Led by Commissioner Angelides in the FCIC

Discussion

Greenspan Examined by Angelides: “… Why Did You Not Act?”

CDA: Questioning Neoliberalism’s Privileged Position Post-GFC

Conclusion

References

5: Social Semiotic Multimodal Analysis of Discourse in Banking

Systemic Functional Linguistics, Social Semiotics and Multimodality

The Analytical Tools

Interpersonal

Experiential/Ideational

Transitivity

Analytic Tools for Visual Analysis

Interpersonal in Visual

Ideational in Visual

Applying the Tools

An Ideational and Interpersonal Analysis of Visual in Banking Discourse

Multimodal Semiotic Construction of Ideational and Interpersonal Metafunctions

Commonwealth Bank Advertisement

NAB Advertisement

Conclusion

References

6: Locating Multiple Voices in Memoir: Modelling Voice Through Analysis of Interpersonal Linguistic Choices

Situating Memoir Within Systemic Functional Linguistics

The Concept of ‘Voice’

Coffin’s Model of Voice

Multiple Voices in Memoir

The Text

Methodology

Locating Voices in Memoir

Identifying the Close Voice Through Aspects of Field

Identifying the Distant Voice Through Aspects of Mode

Identifying the Mid Voices Through Aspects of Tenor

Conclusion

References

7: The Generic Structure of the Call for Papers of Predatory Journals: A Social Semiotic Perspective

Language and Genre as Social Semiotic

Generic Structure of the Emails from Predatory Publishers

Distribution Patterns (Table 7.3)

Discussion

Salutation

Announcement

Deadline of Submission

Publication Fees

Introduction

Invitation, Promise and Hope

The Analysis of the Grammar of Texts

Conclusion

References

Part II: Text-Based Language Pedagogy

8: Talking About Children’s Picture Books: An Analysis of Student Questioning

Why Student Questioning?

Method

Findings: Meaning-Making Through Questioning

Interpreting Story

Learning About Real Experiences

Clarifying Task Instruction

Seeking Teacher Assurance

Requesting Permission to Act

Discussion and Conclusion

References

Picture Books

9: Text-Based Teaching in a Year 8 Chinese Class

Context and Content of the Study

Teaching Context and Participants

Year 8 Chinese Course Outline

Textbook and Texts: Chapter 12, Chinese Made Easy 1

Content of the Authentic Texts on the Topic of ‘Travel’

Students’ Experiences of Authentic Texts

Teacher Talk: Instruction-Focused Teaching

Teacher Talk: Focused on the Content Beyond the Textbook

Students’ Writing

Findings

Teacher Talk: Chinese in Action

Multimodal and Authentic Materials

Students’ Experience of Authentic Chinese

Students Utilise Their Previous Knowledge in New Contexts

Teaching Techniques for Text-Based Teaching in Chinese

Conclusion

References

10: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook

A Social Semiotic Approach to Textbook Evaluation

Unit of Analysis and Procedure for Analysis

Analysis and Findings

First Glance Section

Social Semiotic Analysis

Aims and Philosophy of the Textbook Design

Preparation Section

Concept Map

Reading Task

Pronunciation Task

Grammar Section

Writing Task

Speaking Task

Listening Task

Other Tasks

Conclusion

References

11: The Text-Based Approach in the German as Foreign Language Secondary Classroom

German in South Australian Secondary Schools

Other Factors

Towards One Possible Solution

Rationale

The Argument for a Text-Based Approach

What Is Extensive Reading?

Existing Classroom Research

Study Aims

Research Questions

Study Objectives

Methodology

Data Collection

Procedure

Step 1: Issue Pre-study Surveys

Step 2: Introduction of a Text- and Genre-Based Unit of Work

Step 3: Negotiation of the Extensive Reading Programme

Step 4: Assessment of Student Text Constructions

Step 5: Evaluation of the Programme

Data Analysis

Impact on Writing Ability and Style

Extensive Reading Programme

Evaluative Survey Results

Overall Student Enjoyment of the Unit

Discussion

References

12: Spoken Texts in a High-Stakes EFL Test in Korea: Impact on High School English Teaching

Background

English Fever: The Situation of English Education in South Korea

Low English-Speaking Proficiency

Literature Review

Washback Effect of High-Stakes Testing

Texts in Context: Systemic Functional Linguistics

Research Questions

Methodology

Data Analysis

Quantitative Analysis: Test Structure and Item Distribution

Qualitative Analysis: Meaning-Making in Spoken Texts

Experiential Meaning: Content and Reality

Interpersonal Meaning: Formality, Intonation, Speed and Appropriateness

Textual Meaning: Cohesion and Channel of Communication

Findings and Discussion

Washback of CSAT English on High School English Teaching and Testing

Meaning-Making in Discourses in Language Testing

Conclusion

References

13: Text: A Means for Language Socialisation in Communities of Practice

Introduction

Previous Studies

Language Learning: A Social Perspective

Texts and Classroom Teaching

Producing Argumentative Texts as Literacy Practices

Objectives of the Study

Research Questions

Methodology

Data Collection and Analysis

Verbal Reports on the Group Discussions

Development of Argumentative Experience

Findings and Discussion

Implications

Limitations and Suggestions for Further Research

Conclusion

Appendix

An Explanation of Transcript Preparation

References

14: Self-Learning a Foreign Language Through Literature: A Case-Study of a Self-Learner’s Socialisation into Czech Through Czech Literature

Background

Text-Based Language Learning

Learner Autonomy

Language Learning and Socialisation

Literature in Language Learning

Method

Discussion and Results

Sourcing Texts

Socialisation into Czech Through Literature

Conclusion

References

15: Thematic Options and Success in ESL Writing: An Analysis of Promotional Texts

Systemic Functional Linguistics and the Genre-­Based Approach to Writing

Thematic Options as a Factor in Conveying the Communicative Purpose of a Text

The Genre of Promotional Texts

Purpose of the Study and Research Questions

Methodology

Results and Discussion

Text A

The Royal Regalia

Text B

Jerudong Park Playground

Text C

Brunei: Land of Rich Tradition

Text D

Emerald Heart of Borneo

Text A

Text B

Text C

Text D

Conclusion

Appendix 1: Student Writing Task

Task

Appendix 2: ‘Tourist’ Rating Sheet

References

16: Using Student-Selected Texts in Speaking Classes

Literature Review

Social Theory in Language Teaching

Text-Based Language Teaching

Teaching Speaking Skills

Methodology

Results and Discussion

Observed Teaching and Learning Activities Within the Cycle

Stage 1: Building the Context and Modelling and Deconstructing the Text

Stage 2: Joint Construction of the Text

Student Presentation: A Case Study

Stage 3: Independent Construction of the Text and Linking Related Texts

Students’ Perception

Conclusion

References

17: “Now We Are All Friends:” An Exploratory Action Research Project Examining the Use of a Facebook Group for Language Learning

New Technologies and Language Learning

Methodology of the Study

The Context of the Action Research

Data Analysis

Systemic Functional Analysis of Facebook Data

Textual Meanings

Interpersonal Meanings

Experiential Meanings

Analysis of Social and Literacy Practices

Participating in Social Practices Through a Social Network

Participating in Literacy Practices Through a Social Network

Summary

References

18: Academic Literacies in the Field of Interior Architecture: A Multimodal Analysis

Methodology

Research Questions

Literature Review

Academic Literacies in Interior Architecture Studio 3

Multimodal Principles Involved in Studio 3

Process of Completing the Lightbox Project

Step 1: Research/ Inspiration Finding

Step 2: Tracings

Step 3: Finalising Potential Designs and Exploring Materials

Step 4: Illustrator and Photoshop

Step 5: Laser Cutting (Image 18.5)

Step 6: Assembling the Lightbox (Image 18.6)

Step 7: Final Product (Image 18.7)

Framing as a Multimodal Principal

Framing in Lightbox Project 1

Findings Summarised

Discussion

References

19: Documentation, Renewal, and Semiotic Mediation: Continuing Text-Based Research and Teaching

References

Erratum: A Socio-Semiotic Perspective on a Unit of Work in an Indonesian Textbook

Index