The Overview of Using English Magazines in Upper Secondary EFL Writing Classroom from the Perspective of Sydney School Genre-Based Approach
Abstract
According to the literature review, the current of using English as an international language is spread out all over the world. Sydney School genre-based approach (Systemic Functional Linguistics) is one of the most attractive choices applied to the classroom contexts where English is implemented through various stages and socio-cultural purposes. The classroom would be supported to analyze the meaning of the language in contexts, language use in everyday life, rather than language structure. SFL approach intends to study the language in every part of its system. Thus, the idea is brought to the classroom circumstance where nature of writing is designed based on scaffolding of text in a particular purpose. When regarding to the social purposes of texts types, it could be challenged that how an authentic magazine, namely Bangkok Post Student Week, could deserve particular school genre and macro- genre and provide appropriate scaffolds to facilitate for the secondary school students’ reading and writing for communication. This overview is anticipated that researchers would realize to what extent the language from scaffolding macro-genre and SFL approach could develop the learners’ communicative skills through authentic contexts of various social purposes.
References
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Gardner, S. (2012). Genres and registers of student report writing: an SFL perspective on texts and practices.Journal of English for Academic Purposes, 11(1), 52-63.
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Halliday, M.A.K. (1994). An introduction to function grammar. 2nd edition. London: Edward Arnold.
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Hammond, J., & Gibbons, P. (2001). What is scaffolding? In J. Hammond (Ed.), Scaffolding: Teaching and learning in language and literacy education (pp. 1-14). Newtown, New South Wales: Primary English Teaching Association 2001.
Hare, G. (1998). Using the World Wide Web as a resource in modern language studies. Language Learning Journal 18, December: 42-46.
Hood, S. (2006). The persuasive power of prosodies: radiating value in academic writing. Journal of English for Academic Purposes, 5(1), 37-49.
Hood, S. (2010). Appraising research: Evaluation in academic writing. London: Palgrave Macmillan.
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Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693–722.
John , A. M. (2008). Genre awareness for the novice academ¬ic student: An ongoing quest. Language Teaching 41 (2): 237–252.
Johnstone, B., (2008). Discourse Analysis, 2nd edition, Oxford: Blackwell.
Kim, M. (2006). Genre-based approach to teaching writing. HPU TESL Working Paper Series, 4(2), 33-39.
Kim, Y. and Kim, J. (2005). Teaching Korean university writing class: Balancing the process and the genre approach. Asian EFL Journal Quarterly, 7(2), 69-90.
Kongpetch, S. (2003). The implication of the genre-based approach in the teaching English writing at the Department of Foreign language, Khon Kaen University in north-eastern Thailand. Doctoral dissertation, University of Technology, Sydney.
Krisanachinda, S. (2005). A case study of a genre-based approach to teaching writing in a tertiary context in Thailand. Doctoral dissertation. University of Melbourne.
Kroll , B. (Ed.) (2001). Second language writing: Research inside for the classroom. Cambridge: Cambridge University Press.
Lee, S. H. (2010). Command strategies for balancing respect and authority in undergraduate expository essay. Journal of English for Academic Purposes, 9, 61-75.
Lillis, T. & Scott, M. (2008). Defining academic literacies research: issues of epistermology, ideology and strategy. Journal of Applied Linguistics, 4(1), 5-32.
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Lynn K., Patricia K. & Jerry A. (2007). Integrating Environmental Print Across the Curriculum, PreK-3: Making Literacy Instruction Meaningful. Sage Publications Inc, United States.
Martin, J. R. (1999). Mentoring semogenesis: 'genre-based' literacy pedagogy. In F Christie (Ed.), Pedagogy and the Shaping of Consciousness: Linguistic and social processes. London: Cassell (Open Linguistics Series). 123-155.
Martin, J.R. (2009). Instructed foreign language acquisition as meaning-making: A systemic-functional approach. Linguistics and Education 20(1), 10-21.
Martin, J. R. (2011). Bridging trouble waters: interdisciplinarity and what makes it stock. In F. Christie, & K. Marton (Eds.), Disciplinarity: Functional linguistics and sociological perspectives (pp. 35-61). London: Continuum.
Martin, J. R. and D. Rose (2003). Working with discourse: meaning beyond the clause.London, Continuum.
Martin, J., F. Christie, & J. Rothery. (1987). Social processes in education: A reply to Sawyer and Watson (and others). In The place of genre in learning: Current debates, ed. I. Reid, 46–57. Geelong.
Millar, D. (2002). Making choices: Teaching writing in the workplace (Instructional activities manual). Edmonton, Canada: Grass Roots Press.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.
Paltridge, B. (2004). Approaches to Teaching Second Language Writing, 17th Educational Conference Adelaide English Australia The University of Sydney
Paltridge, B. (2007). Approaches to genre in ELT. In J. Cummins and C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 931-943). New York, NY: Springer.
Renee, H. (2004).A Review of School-Based Initiatives in Media Literacy Education. American Behavioral Scientist, vol 48, 42-59.
Richardson, J., (2007). Analysing Newspapers: An approach from critical discourse analysis, Hampshire: Palgrave Macmillan
Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write (with J. R. Martin). Foreign languages in China, 4(5), 66-80.
Sanderson, P. (1999). Using Newspaper in the Classroom. Cambridge University Press, Cambridge, UK.
Srinon, U. (2017). A study of generic structure developments on students’ expository essays based on Sydney genre based school, Paper presented at 2017 CULI Conference.
Srinon, U. (2009). An investigation of generic structure development on the introduction of a genre based approach into a Thai University’s academic writing context, 2009 ASFLA Conference: Practicing Theory: Expanding understanding of Language and Literacy. Retrieved November 21, 2009, from URL: http://www.asfla.org.au/asfla09proceeddings/ASFLA2009_Srinon.pdf
Tafani, V. (2004). Teaching through Media, Onufri, Tirana
Thesen, L. & Pletzen, E., V. (2006). Academic Literacy and the languages of change. London: Continuum.
Tracy, K. (2010). Analyzing context: Framing the discussion. Research on Language and Social Interaction,31, 1-28.
Whitelaw, C., M. Herke-Couchman, et al. (2004). Identifying interpersonal distance usingsystemic features. Proceedings of AAAI Fall Workshop on Exploring Attitude andAffect in Text: Theories and Applications, AAAI Press.
Whitelaw, C., N. Garg, et al. (2005). Using appraisal groups for sentiment analysis. 14th ACM International Conference on Information and Knowledge Management, Bremen, Germany.
Whitelaw, C. & S. Argamon (2004). Systemic functional features in stylistic textclassification. AAAI Fall Symposium on Style and Meaning in Language, Art, Musicand Design.
Woodward-Kron, R. (2009). This means that’: a linguistic perspective of writing and learning in a discipline. Journal of English for Academic Purposes, 8(3), 165-179.
Chaisiri, T. (2010). Implementing a Genre Pedagogy to the Teaching of Writing in a University Context in Thailand. Language Education in Asia, 1(1), 181-199.
Christie, F. (2002). Classroom Discourse Analysis: Functional Perspective. London:Continuum.
Christie, F. (2005). Language Education in the Primary years. Sydney: University ofNew South Wales Press. Journal, 24 (2005), 321–332.
Christie, F. & Maton, K. (Eds.). (2011). Disciplinarity: Functional linguistics and sociological perspectives, London: Continuum.
Cornish, J. (2004). Newspapers in the Classroom. Retrieved October 20, 2006. From URL: http://www.classroom.com.
Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal.34(2), 133-154.Feez, S. (2002). Heritage and innovation in second language education. In A.M. Johns (Ed.), Genre in the classroom (pp.47-68)Mahwah, NJ: Erlbaum.
Gardner, S. (2012). Genres and registers of student report writing: an SFL perspective on texts and practices.Journal of English for Academic Purposes, 11(1), 52-63.
Gibbons, P. (2002). Scaffolding language and scaffolding learning: teaching second language learners in the mainstream classroom, Portmouth, NH: Heinemann.
Gibbons, P. (2007). Scaffolding language and scaffolding learning. Teaching ESL students in mainstream classroom: Language in learning across the curriculum: Readings 2nd ed., pp. 25-37). South Australia: The State of South Australia, Department of Education and Children’s Services.
Halliday, M. A. K. (1978). Language as a Social Semiotic: The Social Interpretation of Language and Meaning. London: Arnold.
Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd edition.). Oxford: Oxford UniversityPress.
Halliday, M.A.K. (1994). An introduction to function grammar. 2nd edition. London: Edward Arnold.
Hallidays, M. A. K. (2007). Applied linguistics as a evolving theme. In J. Webster (ed.), Language and education (pp. 1-19). London: Continuum.
Hammond, J., & Gibbons, P. (2001). What is scaffolding? In J. Hammond (Ed.), Scaffolding: Teaching and learning in language and literacy education (pp. 1-14). Newtown, New South Wales: Primary English Teaching Association 2001.
Hare, G. (1998). Using the World Wide Web as a resource in modern language studies. Language Learning Journal 18, December: 42-46.
Hood, S. (2006). The persuasive power of prosodies: radiating value in academic writing. Journal of English for Academic Purposes, 5(1), 37-49.
Hood, S. (2010). Appraising research: Evaluation in academic writing. London: Palgrave Macmillan.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12 (1), 17-29. http://dx.doi.org/10.1016/s1060-3743(02)00124-8
Hyland, K. (2007). Genre pedagogy, Language, Literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693–722.
John , A. M. (2008). Genre awareness for the novice academ¬ic student: An ongoing quest. Language Teaching 41 (2): 237–252.
Johnstone, B., (2008). Discourse Analysis, 2nd edition, Oxford: Blackwell.
Kim, M. (2006). Genre-based approach to teaching writing. HPU TESL Working Paper Series, 4(2), 33-39.
Kim, Y. and Kim, J. (2005). Teaching Korean university writing class: Balancing the process and the genre approach. Asian EFL Journal Quarterly, 7(2), 69-90.
Kongpetch, S. (2003). The implication of the genre-based approach in the teaching English writing at the Department of Foreign language, Khon Kaen University in north-eastern Thailand. Doctoral dissertation, University of Technology, Sydney.
Krisanachinda, S. (2005). A case study of a genre-based approach to teaching writing in a tertiary context in Thailand. Doctoral dissertation. University of Melbourne.
Kroll , B. (Ed.) (2001). Second language writing: Research inside for the classroom. Cambridge: Cambridge University Press.
Lee, S. H. (2010). Command strategies for balancing respect and authority in undergraduate expository essay. Journal of English for Academic Purposes, 9, 61-75.
Lillis, T. & Scott, M. (2008). Defining academic literacies research: issues of epistermology, ideology and strategy. Journal of Applied Linguistics, 4(1), 5-32.
Long. D. R., & Harlow, L.L. (1998). The newspaper and the five skills. In T. B. Fryer & W. M, Jr. Frank (Eds.), New Challenges and Opprtunities. Dimension: Languages 87. Report on of the Southern Conference on Language Teaching: 99-108.
Lynn K., Patricia K. & Jerry A. (2007). Integrating Environmental Print Across the Curriculum, PreK-3: Making Literacy Instruction Meaningful. Sage Publications Inc, United States.
Martin, J. R. (1999). Mentoring semogenesis: 'genre-based' literacy pedagogy. In F Christie (Ed.), Pedagogy and the Shaping of Consciousness: Linguistic and social processes. London: Cassell (Open Linguistics Series). 123-155.
Martin, J.R. (2009). Instructed foreign language acquisition as meaning-making: A systemic-functional approach. Linguistics and Education 20(1), 10-21.
Martin, J. R. (2011). Bridging trouble waters: interdisciplinarity and what makes it stock. In F. Christie, & K. Marton (Eds.), Disciplinarity: Functional linguistics and sociological perspectives (pp. 35-61). London: Continuum.
Martin, J. R. and D. Rose (2003). Working with discourse: meaning beyond the clause.London, Continuum.
Martin, J., F. Christie, & J. Rothery. (1987). Social processes in education: A reply to Sawyer and Watson (and others). In The place of genre in learning: Current debates, ed. I. Reid, 46–57. Geelong.
Millar, D. (2002). Making choices: Teaching writing in the workplace (Instructional activities manual). Edmonton, Canada: Grass Roots Press.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.
Paltridge, B. (2004). Approaches to Teaching Second Language Writing, 17th Educational Conference Adelaide English Australia The University of Sydney
Paltridge, B. (2007). Approaches to genre in ELT. In J. Cummins and C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 931-943). New York, NY: Springer.
Renee, H. (2004).A Review of School-Based Initiatives in Media Literacy Education. American Behavioral Scientist, vol 48, 42-59.
Richardson, J., (2007). Analysing Newspapers: An approach from critical discourse analysis, Hampshire: Palgrave Macmillan
Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write (with J. R. Martin). Foreign languages in China, 4(5), 66-80.
Sanderson, P. (1999). Using Newspaper in the Classroom. Cambridge University Press, Cambridge, UK.
Srinon, U. (2017). A study of generic structure developments on students’ expository essays based on Sydney genre based school, Paper presented at 2017 CULI Conference.
Srinon, U. (2009). An investigation of generic structure development on the introduction of a genre based approach into a Thai University’s academic writing context, 2009 ASFLA Conference: Practicing Theory: Expanding understanding of Language and Literacy. Retrieved November 21, 2009, from URL: http://www.asfla.org.au/asfla09proceeddings/ASFLA2009_Srinon.pdf
Tafani, V. (2004). Teaching through Media, Onufri, Tirana
Thesen, L. & Pletzen, E., V. (2006). Academic Literacy and the languages of change. London: Continuum.
Tracy, K. (2010). Analyzing context: Framing the discussion. Research on Language and Social Interaction,31, 1-28.
Whitelaw, C., M. Herke-Couchman, et al. (2004). Identifying interpersonal distance usingsystemic features. Proceedings of AAAI Fall Workshop on Exploring Attitude andAffect in Text: Theories and Applications, AAAI Press.
Whitelaw, C., N. Garg, et al. (2005). Using appraisal groups for sentiment analysis. 14th ACM International Conference on Information and Knowledge Management, Bremen, Germany.
Whitelaw, C. & S. Argamon (2004). Systemic functional features in stylistic textclassification. AAAI Fall Symposium on Style and Meaning in Language, Art, Musicand Design.
Woodward-Kron, R. (2009). This means that’: a linguistic perspective of writing and learning in a discipline. Journal of English for Academic Purposes, 8(3), 165-179.
Published
2021-07-18
How to Cite
MINGSAKOON, Pajonsak; SRINON, Udomkrit.
The Overview of Using English Magazines in Upper Secondary EFL Writing Classroom from the Perspective of Sydney School Genre-Based Approach.
วารสารมนุษยศาสตร์ มหาวิทยาลัยมหามกุฏราชวิทยาลัย, [S.l.], v. 10, n. 1, p. 236-250, july 2021.
ISSN 1686-8897. Available at: <http://ojs.mbu.ac.th/index.php/johu/article/view/1521>. Date accessed: 04 july 2024.
Section
บทความวิชาการ
