{"title":"系统功能语言学中的体裁教学法","authors":"Ana Cristina Sánchez","doi":"10.5744/shl.2023.10027","DOIUrl":null,"url":null,"abstract":"This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"63 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Genre Pedagogy within Systemic Functional Linguistics\",\"authors\":\"Ana Cristina Sánchez\",\"doi\":\"10.5744/shl.2023.10027\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.\",\"PeriodicalId\":134759,\"journal\":{\"name\":\"Spanish as a Heritage Language\",\"volume\":\"63 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-04-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Spanish as a Heritage Language\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5744/shl.2023.10027\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Spanish as a Heritage Language","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5744/shl.2023.10027","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究采用基于系统功能语言学(SFL)和教学周期的体裁教学法(GP),以虚拟语气和情态为重点,培养传统西班牙语学生的说服性写作技巧。传统西班牙语(HS)学生通过与家人,朋友和社区成员的互动,在非正式环境中习得传统语言。然而,一旦HS使用者开始上学,他们的教学就会以英语进行,他们对传统语言的使用和输入就会减少,导致许多语言特征受到侵蚀(Scontras et al., 2015)。根据许多研究,西班牙语的虚拟语气是最先受到侵蚀或不完全习得的语言特征之一(Blake, 1983;Montrul, 2020)。这一说法得到了回归假说的支持,回归假说认为,说话者学习的最后一个语言特征是第一个遭受侵蚀、简化或遗漏的特征(Bardovi-Harliga & Stringer, 2010)。选择说服的类型是因为它触发了虚拟语气和情态的使用。同时,本研究填补了用体裁方法研究传统语言中虚拟语气这一具有挑战性的语言特征的空白。
Genre Pedagogy within Systemic Functional Linguistics
This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.