A COMPARATIVE ANALYSIS OF NARRATIVE TEXT USING THE TRANSITIVITY SYSTEM AND ITS PEDAGOGICAL IMPLICATIONS

Eggy Nurginanjar Nugraha
{"title":"A COMPARATIVE ANALYSIS OF NARRATIVE TEXT USING THE TRANSITIVITY SYSTEM AND ITS PEDAGOGICAL IMPLICATIONS","authors":"Eggy Nurginanjar Nugraha","doi":"10.22202/tus.2023.v9i4.7511","DOIUrl":null,"url":null,"abstract":"Teaching text has been an issue in the EFL context, especially narrative text that is frequently used in the coursebooks. This study compares a model narrative text from a coursebook with a student narrative text utilizing the transitivity system. The example student imitated the model text when writing her narrative. The analysis results show that despite the similarity of both texts that employ material processes at most in their stories, the student’s text involves more mental processes as the author expresses her mental states throughout the story. This might be caused by two possibilities: (1) The author of the model text uses many subtexts (Seger, 2011) and focuses more on the material process to give the readers an opportunity to interpret the participants' mental states in the story, while the author of the student text has not cognitively reached the use of subtext in a story as she is still a young learner and still in the early developmental phase. Or (2) the author of the student text tries to make the story more personal to engage with the reader as closely as possible. However, as the model text fulfills the social function, generic structure, lexico-grammatical, and experiential process, it influences the sample student's ability to compose a representative narrative text in general. Lastly, these results suggest that EFL teachers should examine the sample text before distributing it to students as a model text and conduct the teaching-learning process with the right genre-based approach stages.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"TELL-US JOURNAL","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22202/tus.2023.v9i4.7511","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Teaching text has been an issue in the EFL context, especially narrative text that is frequently used in the coursebooks. This study compares a model narrative text from a coursebook with a student narrative text utilizing the transitivity system. The example student imitated the model text when writing her narrative. The analysis results show that despite the similarity of both texts that employ material processes at most in their stories, the student’s text involves more mental processes as the author expresses her mental states throughout the story. This might be caused by two possibilities: (1) The author of the model text uses many subtexts (Seger, 2011) and focuses more on the material process to give the readers an opportunity to interpret the participants' mental states in the story, while the author of the student text has not cognitively reached the use of subtext in a story as she is still a young learner and still in the early developmental phase. Or (2) the author of the student text tries to make the story more personal to engage with the reader as closely as possible. However, as the model text fulfills the social function, generic structure, lexico-grammatical, and experiential process, it influences the sample student's ability to compose a representative narrative text in general. Lastly, these results suggest that EFL teachers should examine the sample text before distributing it to students as a model text and conduct the teaching-learning process with the right genre-based approach stages.
使用转义系统对叙事文本进行比较分析及其教学意义
文本教学一直是英语语言教学中的一个问题,尤其是教材中经常使用的叙事文本。本研究比较了教材中的范文和学生利用转述系统写的记叙文。示例学生在写作记叙文时模仿了范文。分析结果表明,尽管两篇课文在故事中最多都使用了物质过程,但学生的课文涉及了更多的心理过程,因为作者在整个故事中表达了自己的心理状态。这可能有两种原因:(1)示范文本的作者使用了很多潜台词(Seger,2011),更注重物质过程,让读者有机会解读故事中参与者的心理状态,而学生文本的作者在认知上还没有达到在故事中使用潜台词的程度,因为她还是一个年轻的学习者,仍处于早期发展阶段。或者(2)学生文本的作者试图让故事更有个性,尽可能地与读者互动。然而,由于范文实现了社会功能、通用结构、词汇语法和体验过程,它从总体上影响了样本学生撰写有代表性的叙事文本的能力。最后,这些结果表明,EFL 教师在将样本文本作为范文分发给学生之前,应先对其进行研究,并在教学过程中采用正确的体裁教学法阶段。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信