To Do

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

It is enough to tell the CoC panel which of the RQ s the interview data will be used to answer, and how that data will be analysed. You can use the 4×4 in the sense that if the teachers say, for eg, that it is important that students can write reports in English, or that students can make verbs agree with subjects, you can work out where the focus of the teachers’ attention/concern is located on the language map, and you can see if that aligns in any way with what the analysis of the assessment tasks and the student texts reveals. But you do need to elaborate this for the panel.

 

We can use the SFL architecture to organise language resources metafunctionally at the level of discourse and at the level of lexicogrammar. Genre, forllowing Martin (not Halliday), however, is at the most general/abstract layer of the language model, and is a reflection of the typical configuration of these resources to achieve recognised cultural purposes.

these are technical terms arising from work in Second Language Acquisition by eg Odlin (language transfer) 1989??  so you should really reference them.A more recent term is cross-linguistic influence which is less pejorative (but you do want to point out the pitfalls here)

Perhaps your study will reveal areas in which the use of English in Oman, while perhaps in the expanding circle, is distinctive from how it is used in other expanding circle countries.

 

Are we talking about ‘transferable’ or ‘generalisable’ results?

There is now a literature on discipline literacies and disciplinarity that you may wish to explore to some extent in your lit review. Whether you finally settle on the term ‘subjects’ or ‘disciplines’ will depend eventually on your interpretation of this literature. There is definitely a distinction between EAP and subject English that needs to be maintained

The three circle model has been criticised for using the inappropriate political boundaries of country to discriminate between groups of language users (Bruthiaux, 2003; Mahboob & Szenes, 2010), but it remains a useful tool for discussing differences in the uses of English across the world. Yes true – you may go into this more in the thesis. Also some of our colleague Finex Ndhlovu’s work may be useful here.

watch: https://www.youtube.com/watch?v=wHAL3jhGYgg

find :

– A new grammar companion for teachers (Derewianka 2011)

 

look up:

nominal density analysisi

 

Dear Thu,

You can find a description of some genres in the fields of linguistics and biology in a university in Hong Kong In Dreyfus, S. J., Humphrey, S., Mahboob, A., & Martin, J. R. (2016). Genre Pedagogy in Higher Education. The SLATE Project. London: Palgrave MacMillan.
Best,

read new references from Susan

check out these links

My Linguistics Sites
Martin’s Discourse Semantics, Register & Genre
<http://discourse-semantics.blogspot.com.au/>
Thoughts That Cross My Mind
<http://thoughts-that-cross-my-mind.blogspot.com.au/>
The Thought Occurs <http://thethoughtoccurs.blogspot.com.au/>
Informing Thoughts <http://informingthoughts.blogspot.com.au/>
Systemic Functional Linguistics <http://systemictheory.blogspot.com/>
Sysfling <http://sysfling.blogspot.com.au/>
Sys-Func <http://sys-func.blogspot.com.au/>
Attitude In Systemic Functional Linguistics
<http://attitude-in-sfl.blogspot.com.au/>
Rainbow Lorikeet Semiosis <http://rainbowlorikeetsemiosis.blogspot.com.au/>

 

Aso check up on the Tunisians

 

 

 

 

 

 

 

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