Using linguistic-informed analysis to assess model texts for EFL reading and writing
English as Foreign Language (EFL) textbooks contain texts with topics integrated from content areas, such as science. In Thai basic education, learning in content areas is typically done in Thai. Therefore, EFL reading texts provide learners with primary exposure to building content knowledge in Eng...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Indonesia
2022-09-01
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| Series: | Indonesian Journal of Applied Linguistics |
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| Online Access: | https://ejournal.upi.edu/index.php/IJAL/article/view/45868 |
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| _version_ | 1850041280656048128 |
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| author | Monaliza Hernandez Mamac Lungguh Ariang Bangga |
| author_facet | Monaliza Hernandez Mamac Lungguh Ariang Bangga |
| author_sort | Monaliza Hernandez Mamac |
| collection | DOAJ |
| description | English as Foreign Language (EFL) textbooks contain texts with topics integrated from content areas, such as science. In Thai basic education, learning in content areas is typically done in Thai. Therefore, EFL reading texts provide learners with primary exposure to building content knowledge in English. This raises an issue about how the language of these EFL texts is organised, and if they can help the learners’ transition to university where they are required to read content area texts in English. The paper provides an in-depth demonstration of how linguistic analysis can inform the choice of model texts for teaching EFL reading. It deploys a qualitative linguistic analysis method drawing on Systemic Functional Linguistics. The data are the scientific descriptive report texts in EFL textbooks used in a Southern Thailand secondary school. They are compiled in a small corpus, and one text is selected purposively to demonstrate how linguistic analysis can be used to assess the text. The text is analysed using a ‘top-down’ approach, from genre stratum down to the lexicogrammar, with the purpose of examining the text’s ideational, interpersonal, and textual resources to build up scientific knowledge. The findings show that the text does not conform to scientific descriptive reports’ discursive and linguistic features due to its extra stages, incomplete scientific taxonomies, relatively low technicality, low social distance and authority, and incoherent thematic flow. Hence, the quality of the text as a model becomes problematic. Learners learning from these teaching materials may experience challenges when they read authentic science texts at the university level. The paper offers a viable alternative methodological resource for educators to use a systematic, critical and linguistically-grounded evaluation in EFL reading classes. |
| format | Article |
| id | doaj-art-2b49111c670b44348e66063a80c41728 |
| institution | DOAJ |
| issn | 2301-9468 2502-6747 |
| language | English |
| publishDate | 2022-09-01 |
| publisher | Universitas Pendidikan Indonesia |
| record_format | Article |
| series | Indonesian Journal of Applied Linguistics |
| spelling | doaj-art-2b49111c670b44348e66063a80c417282025-08-20T02:55:49ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472022-09-0112242143310.17509/ijal.v12i2.4586819813Using linguistic-informed analysis to assess model texts for EFL reading and writingMonaliza Hernandez Mamac0Lungguh Ariang Bangga1Prince of Songkla University PattaniThe University of Sydney Australia; Universitas Ahmad DahlanEnglish as Foreign Language (EFL) textbooks contain texts with topics integrated from content areas, such as science. In Thai basic education, learning in content areas is typically done in Thai. Therefore, EFL reading texts provide learners with primary exposure to building content knowledge in English. This raises an issue about how the language of these EFL texts is organised, and if they can help the learners’ transition to university where they are required to read content area texts in English. The paper provides an in-depth demonstration of how linguistic analysis can inform the choice of model texts for teaching EFL reading. It deploys a qualitative linguistic analysis method drawing on Systemic Functional Linguistics. The data are the scientific descriptive report texts in EFL textbooks used in a Southern Thailand secondary school. They are compiled in a small corpus, and one text is selected purposively to demonstrate how linguistic analysis can be used to assess the text. The text is analysed using a ‘top-down’ approach, from genre stratum down to the lexicogrammar, with the purpose of examining the text’s ideational, interpersonal, and textual resources to build up scientific knowledge. The findings show that the text does not conform to scientific descriptive reports’ discursive and linguistic features due to its extra stages, incomplete scientific taxonomies, relatively low technicality, low social distance and authority, and incoherent thematic flow. Hence, the quality of the text as a model becomes problematic. Learners learning from these teaching materials may experience challenges when they read authentic science texts at the university level. The paper offers a viable alternative methodological resource for educators to use a systematic, critical and linguistically-grounded evaluation in EFL reading classes.https://ejournal.upi.edu/index.php/IJAL/article/view/45868english language teachingefl reading, linguistic analysissystemic functional linguistics |
| spellingShingle | Monaliza Hernandez Mamac Lungguh Ariang Bangga Using linguistic-informed analysis to assess model texts for EFL reading and writing Indonesian Journal of Applied Linguistics english language teaching efl reading, linguistic analysis systemic functional linguistics |
| title | Using linguistic-informed analysis to assess model texts for EFL reading and writing |
| title_full | Using linguistic-informed analysis to assess model texts for EFL reading and writing |
| title_fullStr | Using linguistic-informed analysis to assess model texts for EFL reading and writing |
| title_full_unstemmed | Using linguistic-informed analysis to assess model texts for EFL reading and writing |
| title_short | Using linguistic-informed analysis to assess model texts for EFL reading and writing |
| title_sort | using linguistic informed analysis to assess model texts for efl reading and writing |
| topic | english language teaching efl reading, linguistic analysis systemic functional linguistics |
| url | https://ejournal.upi.edu/index.php/IJAL/article/view/45868 |
| work_keys_str_mv | AT monalizahernandezmamac usinglinguisticinformedanalysistoassessmodeltextsforeflreadingandwriting AT lungguhariangbangga usinglinguisticinformedanalysistoassessmodeltextsforeflreadingandwriting |