Genre Theory and ESL Teaching
A Systemic Functional Perspective
Bibliographic Data
| ID | 10818424 |
|---|---|
| Authors | Frances Christie (0000-0003-1384-3683, The University of Melbourne, corresponding author) |
| Year | 1999 |
| Volume | 33 |
| Issue | 4 |
| Pages | 759 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587889 |
| OpenAlex | W2114005334 |
| Language | EN |
| Citations received | 14 |
| References cited | 6 |
Contemporary genre theory within the Australian context draws upon systemic functional (SF) linguistic theory, especially as developed by Halliday (1994), Hasan (1996), Martin (1992), and Matthiessen (1995)1 as well as many educational linguists. Language is said to be systemic in that it offers systems of choices in language, each significant for the realisation of meaning. A simple example is the mood system, which comprises the linguistic patterns for forming imperatives and indicative statements, for example (see Figure 1). The available linguistic choices in English mood involve the language user in taking up very different roles and relationships with others and hence in constructing very different meanings. Because the use of language involves drawing upon many systems simultaneously, it is said to be polysystemic. Language is said to be functional because its organisation quite fundamentally reveals the purposes for which any natural language came into being. The functional nature of language is theorised in terms of three metafunctions: the ideational, to do with the experiences represented or constructed within language; the interpersonal, to do with the nature of
Context (archaeology) · Interpersonal communication · Linguistics · Meaning (existential) · Natural language · Perspective (graphical) · Realisation · Sociology · Systemic functional linguistics · Theoretical linguistics · Communication · Computer Science · Discourse Analysis in Language Studies · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Philosophy · Psychology
Teaching Genre to English First-Language Adults
Engaging disadvantaged students in a Chinese as a Foreign Language classroom
Exploring genre representation in English textbooks
Systematic scoping review into educational linguistics praxis in language learning and teaching
Critical SFL praxis in teacher education
(De)Construction of Gendered Identities in ELT Materials
Sixty Years of Genre Research and Teaching in Tesol Quarterly
Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom
Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs
Mapeando os estudos sobre gênero textual
L2 Literacy and the Design of the Self
Gêneros textuais e letramento
Teaching linguistic politeness
The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum
| Unique citing works | 14 |
|---|---|
| Citations per year | 0.54 |
| Citation span | 2000 - 2026 (27) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |