Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/75815
Title: Understanding interpersonal meaning-making in Chinese high school students' ESL writing : a systemic functional perspective
Authors: Xuan, WH 
Huang, XE
Keywords: Modality
Chinese high school learners
ESL writing
Systemic functional linguistics
Issue Date: 2017
Publisher: Springer
Source: Asia-Pacific education researcher, 2017, v. 26, no. 5, p. 227-238 How to cite?
Journal: Asia-Pacific education researcher 
Abstract: Drawing on the framework of Modality from systemic functional linguistics, the present study aimed to explore adolescent ESL learners' interpersonal meaning-making. Data were collected from 10 writing tasks completed by a group of 50 adolescent ESL learners in China. Functional text analysis was utilized to analyze the data, including Modality types, orientation, value, and polarity. The finding revealed that overuse of certain types of modal verbs is common in Chinese ESL learners' writing, for instance, the case of "can". Most of the modality deployed was simple and congruent. In conclusion, systematic introduction of Modality and the provision of more contexts for learners to practice them are highly recommended in such a context.
URI: http://hdl.handle.net/10397/75815
ISSN: 0119-5646
EISSN: 2243-7908
DOI: 10.1007/s40299-017-0343-4
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