Differences in written language between Japanese EFL learners with different proficiency: From Systemic Functional Linguistic perspectives

The purpose of this thesis is to gain a cross-sectional view of meaning-making strategies in writing between Japanese EFL learners of different proficiency levels. By adopting Systemic Functional Linguistic (SFL) as its theoretical framework, the thesis also aims to explore the potential of SFL to clarify what linguistic resources learners have learned and have yet to learn to use in the Japanese EFL context, where the application of SFL to education is still in its infancy. Data derived from argumentative essays, or expository texts, written by 80 Japanese EFL learners were classified into three different proficiency groups. Their strategies of meaning-making in English were investigated through data analysis methods drawing on SFL: complex and abstract realisation of reality through nominalisation and clause-combining strategies in ideational meaning, intersubjective positioning through engaging resources in interpersonal meaning, and cohesive development of text through Theme choice and Theme progression strategies in textual meaning. The thesis contributes to a more theoretically-sound understanding of the current picture of the written texts produced by Japanese EFL learners. From a pedagogic perspective, the description of complex and abstract resources, solidarity management strategies, cohesive devices explored in the study provides useful insights into learners strengths and weakness overlooked in the traditional understanding of Japanese learners written language. The study also proposes further application of SFL to improving as well as understanding learners making meaning strategies, equipping teachers and researchers with common and more language-based terms to discuss their findings. It is argued from this study that an accumulation of practice and research from SFL perspectives will have a great impact on curriculum development in EFL teaching of writing in Japan.

Grantor dc:publisher

UNSW, Sydney

Year dc:date

2015

Author dc:creator

• Hisaoka, Toshio

• SFL
• Japanese EFL learners
• Writing
• Whole text qualitative analysis

Statement dc:rights

• open access
• CC BY-NC-ND 3.0
• free_to_read

Licence

• https://purl.org/coar/access_right/c_abf2
• https://creativecommons.org/licenses/by-nc-nd/3.0/au/

Language dc:language

EN

Identifier

https://doi.org/10.26190/unsworks/18579

OAI identifier oai:identifier

oai:unsworks.library.unsw.edu.au:1959.4/55258