Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction
| Project/Area Number |
18K00881
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Keio University |
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Principal Investigator |
大野 真澄 慶應義塾大学, 法学部(日吉), 准教授 (50704657)
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| Co-Investigator(Kenkyū-buntansha) |
ミスコウ ゴードン 神田外語大学, 言語科学研究科, 准教授 (80595398)
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| Project Period (FY) |
2018-04-01 – 2024-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2021: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2020: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2018: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
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| Keywords | L2 writing / appraisal / discussion genre / CLIL / grammar pattern / evaluative language / history / SFL / biography genre / history subject-matter / written genres / classroom discourse |
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| Outline of Annual Research Achievements |
We aimed to investigate L2 writers' use of evaluative language in arguing essay genres in CLIL-based (Content and Language Integrated Learning) English medium world history courses. We planned to analyze L2 university students’ use of key discourse features of the Discussion, Exposition, and Challenge essays using the pedagogical analytic framework we developed. This analysis is not yet complete. However, we were able to gain valuable feedback on our analytical methods at an International SFL conference in Tunisia attended by the co-investigator, where he presented our preliminary findings in a presentation titled SFL Arguing Genres and the Logical Fallacies they Afford. Based on feedback from conference participants and other considerations, we have determined that our data from our preliminary analysis of Appraisal features is sufficient for the purposes of illustrating adaptations of the Appraisal framework for use in the classroom to teach key features of arguing genres. However, we plan to supplement our existing linguistic data with previously collected survey and classroom observational data for a richer description of its applications. The work on pedagogical applications of the Appraisal framework mentioned in the previous report has since been published (Myskow, 2023). In relation to genre analysis and pedagogy, a research paper investigating the rhetorical structure and citation use of advanced students’ writing has also been published (Ono & Petric, 2022).
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
We received valuable feedback on our project at a recently attended (March 2023) International Conference on Systemic Functional Linguistics. Following that, we have made some modifications to our research plan (detailed above) and plan to continue in this direction next year. Although we have made progress in our project, we could not complete the analysis of data due to maternity leave.
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| Strategy for Future Research Activity |
We plan to use the data from our preliminary linguistic analysis of the Discussion, Exposition, and Challenge essays. At the same time, the collected survey data is also going to be analyzed to gain insight into student writers’ perceptions of genre analysis classroom activities. Transcribed audio data regarding students’ group activities will be examined to identify the classroom practices that support the learning of the evaluative language patterns of these genres.
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Report
(5 results)
Research Products
(9 results)
