Understanding experiential meaning-making in Chinese adolescent L2 writing: a systemic functional perspective

Abstract While most of the L2 writing literature focuses on tertiary L2 writing, there is relatively scanty research conducted with adolescent L2 writers. The present study aims to explore Chinese adolescent L2 writing from the perspective of writing as meaning-making in systemic functional linguistics tradition. Drawing on the framework of process type from systemic functional linguistics, the present study utilizes 500 pieces of texts from ten writing tasks written by a class of 50 Chinese high school students as the data to explore how these adolescent L2 writers deploy process types to instantiate the experiential meaning in their L2 English writing. Findings show that registerial difference exists in the deployment of process type in different writing tasks. In addition, simple, congruent process type is deployed in their writing. Pedagogical recommendations on how to include the system of process type in ESL writing are provided

Learning how to mean in a second language: uses of system networks in L2 education

While approaches informed by Systemic Functional Linguistics (SFL) have been widely applied to the field of language education since the 1960s, the idea of the system embodying the meaning potential of language in context, represented as a system network, could be used to make a much more significant contribution to second language (L2) or foreign language education, where despite pioneering efforts the uptake of SFL has been less than in L1 education. In this paper, we will take stock of the ways system networks have been used in studies concerned with L2 education and at the same time we will highlight new opportunities to empower new studies and applications based on system networks as a way of engaging with the central notion of learning how to mean in a second/foreign language. We argue that system networks can make a very significant contribution to L2 education if they are given more attention and their deployment is highlighted. The uses considered in this paper include the following: Tracking language development systemically; diagnosing problems in L2 student texts; supporting sequencing in the curriculum of the learning of the L2 meaning potential; designing exercises based on options in system networks; guiding L2 learners by means of system networks as cartographic tools; contrasting L1 and L2 resources based on multilingual system networks; and supporting advanced L2 learners expanding their L2 uses by adding translation skills drawing on multilingual system networks. We will touch on these uses, highlighting those that have perhaps given the least attention in L2 education drawing on SFL, but which look very promising as we move ahead in the next couple of decades