Abstract: The present study reports on the findings of the functional text analysis of Chinese adolescent ESL learners L2 writing. I will start with a presentation of literature that focuses on studies of text types and genres in language learning, which helps conceptualize and frame the research questions that pertain to the domain of functional text analysis. Then, I will explain the methodology and theoretical framework: context-based text typology adopted by the present study. After that, I will summarize the results and findings by mapping out the contextual parameters that the students deployed. Finally, I will discuss the features and problems that have been identified in this study.
Abstract: This paper synthesizes the literature in genre studies in educational context, specifically focussing on genre in systemic functional linguistics tradition. I retrieved the literature mainly from journal articles, book chapters, and research reports. I compared the three traditions of genre at the beginning, explicating the commonalities and differences among the three schools of genre in terms of definition, theoretical framework, and goal. I then focused on research in genre in educational context from systemic functional linguistics. I answered four major research questions by synthesizing the results with the retrieved literature: (1) delineating the historical development of genre studies in educational context; (2) mapping out types of genres that have been studied; (3) exploring the focused areas of studies of these genres; and (4) finally, finding out the research gaps in the field. The synthesis revealed that SFL genre could be applied in a wider context, such as ESL. In addition, more studies in academic writing is highly recommended.
Abstract: In this paper, I focus on surveying the literature on adolescent L2 writing from the perspective of learning how to mean. I retrieved most of the published studies on adolescent L2 writing from 1990 to 2015. I summarized different themes from these studies, such as, factors that influence adolescent L2 writing, adolescent L2 writing teaching and assessing. I concentrated on exploring the findings from different themes, like, (1) Adolescent identity; (2) Home and community influence; (3) Internet and new technology; (4) L1 influence; (5) Classroom instruction; (6) Feedback and error correction; and (7) Assessment. I delineated the overall picture in the field and finding out possible research avenues for future researchers in this field. For example, longitudinal, developmental, L2 writing curriculum research perspectives are proposed for future researchers in the field. The synthesis found that adolescent L2 writing is an emerging field and more research attention is deserved.
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