Browsing by Author "Hao, Jing"

Now showing 1 - 12 of 12
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    A multi-stratal perspective on circumstantial meaning
    (2020) Dreyfus, Shoshana; Hao, Jing
    This paper provides a "broader"understanding of what is previously known from a grammatical perspective as "circumstantial meaning"or circumstantiation. This "broader"perspective takes into account more abstract meanings beyond grammar, considering both field (at the register stratum) and discourse semantics, in addition to lexicogrammar. The paper shows how the lexicogrammar alone is not able to adequately account for the meaning potential of "circumstantial meaning", and how by examining this region of meaning from three strata, a fuller account of circumstantial meaning is made possible. A richer account of circumstantial meaning is necessary because, while circumstances may be considered structurally peripheral, earlier explorations of circumstantial meaning show that this area of meaning often makes important contributions to the register of any given text and to the building of disciplinary knowledge. This exploration is demonstrated through two texts: A student's high scoring piece of creative writing from the subject of English in the final year of schooling and a synopsis of a history book on the Chinese fishing industry in colonial Australia. These texts reveal the significantly different ways in which circumstantial meanings are used in different subject areas-i.e., to contribute to setting up an "ambience"in literary texts and to developing knowledge in history.
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    Analysing knowledge building through language: a case in Mandarin Chinese
    (2022) Hao, Jing
    Exploring the relationship between theory and practice in Systemic Functional Linguistics (SFL), this volume offers a state-of-the-art overview of Appliable Linguistics. Featuring both internationally-renowned scholars and rising stars from Argentina, Australia, Austria, Brazil, Chile, Denmark, Indonesia, New Zealand, Singapore and the USA, Appliable Linguistics and Social Semiotics examines the theoretical insights, questions, and developments that have emerged from the application of Systemic Functional theory to a range of fields.
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    Building taxonomies. A discourse semantic model of entities and dimensions in biology
    (Routledge, 2021) Hao, Jing
    Science involves nuanced and highly technical distinctions among empirical phenomena. This chapter explores how these deep and multifaceted taxonomies are developed through language in undergraduate biology by examining both pedagogic texts and students written assessments. The chapter presents a major development in modelling ideational meanings within SFL’s discourse semantics. It first builds a system of ‘entity types’ and ‘dimensionality’ from a ‘trinocular’ perspective. It then illustrates how the framework of entities and dimensions can be applied to text analysis by revealing both the diversity and depth of taxonomies demonstrated in a student research report produced at the final year of undergraduate biology. This analysis shows the appliability of the discourse semantic method for examining scientific taxonomies and makes explicit the multitude of ways in which various field-specific resources (presented in Martin and Doran this volume) are realized in language.
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    Chinese Nominal Groups: The Metaphorical Realization of Figures
    (Routledge Journals, Taylor & Francis LTD, 2022) Hao, Jing; Wang, Pin
    In this paper, we examine how nominal groups in Mandarin Chinese are involved in the realization of experiential grammatical metaphors, drawing on data from a history textbook chapter that recounts historical activities in the Opium War. We approach nominal group realizations of historical activities from a 'top-down' perspective along the hierarchy of stratification. While the discourse semantic figures construing activities can be realized congruently through a clause, the academic discourse of history favors nominal realizations. Previous descriptions of nominal groups in Mandarin Chinese have focused predominantly on the realization of entities. The nominal realizations of figures, however, have yet to be given sufficient consideration. We will show that some elements involved in such nominal groups do not share the functional characteristics of congruent ones. In addition to recognizable functions including Thing, Epithet, Measurer, Deictic and Qualifier, two distinctive functions, named here as Target and Orientation, are also identified. Our study aims to illustrate a descriptive method that considers multiple strata and provide a description of nominal groups involved in metaphorical realizations. The study suggests that grammatical descriptions need to reason from above, as well as round about and below - taking into account both discourse semantics and register variation.
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    Describing and taxonomising the Phenomena of a Glorias Past
    (Cambridge University Press, 2024) Wang, Geping; Hao, Jing; Shanghai Jiaotong University
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    Enhancing CLIL Teacher-training In Preschool Education Through R2L Implementation
    (2024) Gahona Rojas, Nicole; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
    This action research aims to enhance the quality of teacher-training for preschool teachers in a Content and Language Integrated Learning (CLIL) program. The study was conducted in a teacher-training course for preschool teachers from three public schools in Santiago, all participating in a bilingual project. The course aims to provide teaching strategies for preschool non-EFL teachers to integrate content and language knowledge in their classrooms. This study addresses the challenges identified in CLIL training by proposing a more effective integration of content and language, specifically through a pedagogic approach known as Reading to Learn (R2L).The general objective of this study is to implement the R2L approach as a method for providing effective CLIL teacher training in preschool education, by fostering meaningful pedagogic interactions and activities. The objective is achieved through action research methodology. The intervention provided workshops that teaches R2L as an explicit teaching approach that guides the development of CLIL activities in preschool classrooms. The R2L pedagogy was taught using the scaffolding principles informed by the genre-based pedagogy, including modelling and deconstruction of the R2L pedagogy, joint planning, before participants’ individual practice in the preschool classrooms. The impact of the intervention is assessed through two different types of data – that are the recording of participant’s teaching performances, and one- on-one interviews with the participants.The analysis of participants’ performances revealed that R2L helped preschool teachers develop teaching activities that integrated content and language effectively. Additionally, it supported teachers in creating effective pedagogic interactions in the classroom. Analysis of teacher interviews revealed that R2L provided an explicit approach to work with CLIL in very young learners, they highlighted the usefulness of having a script to guide their interactions, together with the support of multimodal resources. However, they acknowledge that further training was needed to improve proficiency and interaction in L2 in the future.This study contributes to the teacher-training program by developing understanding of the R2L approach for preschool teachers in CLIL contexts. The results demonstrate that enhancing teachers’ knowledge about language can lead to a systematic understanding of the linguistic characteristics present in texts, providing an explicit framework for developing pedagogic approaches that address both content and language knowledge with EFL learners.
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    New descriptions of metalanguage for supporting English Language Learners’ writing in the early years of science: A discourse perspective
    (Wiley-Blackwell, 2019) Humphrey, Sally L.; Hao, Jing; de Oliveira, Luciana C.; Australian Catholic University; Pontificia Universidad Católica de Chile
    TESOL educators working alongside content area teachers have demonstrated the efficacy of metalanguage informed by Systemic Functional Linguistics (SFL) for supporting English Language Learners' (ELL) disciplinary literacies. Using science as an example, this chapter reports on new descriptions of SFL systems “beyond the clause,” which have provided valuable ways of talking about knowledge building. We report on the application of this metalanguage in analysis of texts composed by young multilingual learners for text-based science investigation in the early years of schooling, including how this analysis revealed the literacy needs of ELLs. We further report on how the teacher of these young learners drew on a principled recontextualized “bridging” metalanguage to facilitate productive discussion of scientific writing.
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    Nominalisations in scientific English: A tristratal perspective
    (2020) Hao, Jing
    This paper examines nominalisation in scientific discourse in English, focusing on a distinction between what I will refer to as 'live' and 'dead' grammatical metaphors. Live metaphors refer to a nominal realisation of an ideational discourse semantic figure; dead metaphors are found in the same nominalisations as live metaphors, but they realise an entity rather than a figure. The distinction is made by drawing on a tristratal approach that is informed by Systemic Functional Linguistics and that considers nominalisation simultaneously from the perspectives of field, discourse semantics, and lexicogrammar. Although the paper focuses on nominalisation, it illustrates a broader line of argumentation that can be extended to the analysis of ideational discourse semantic meanings in general.
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    Reading nominalizations in senior science
    (Elsevier, 2019) Hao, Jing; Humphrey, Sally L.
    The paper examines the challenges faced by senior Biology students in reading 'nominalizations' in textbook materials and illustrates how the challenges can be addressed through pedagogical activities. The study draws on emerging descriptions of field and discourse semantics in Systemic Functional Linguistics that are inspired by Halliday's distinction between 'live' and 'dead' grammatical metaphors. It first presents a metalanguage to discriminate functions of nominalization. Two different kinds of 'mismatches' of meaning are discussed, including how field activities are reconstrued through discourse semantic resources, and how discourse semantic resources are remapped as lexicogrammatical resources. The paper attends to nominalization from the perspective of the knowledge that is at stake in its use. In addition to providing linguistic metalanguage, the paper demonstrates pedagogic practices designed to support teachers to make this knowledge visible. These pedagogic practices include cross-mode redescription and Detailed Reading from SFL-informed Reading to Learn pedagogy. (c) 2019 Elsevier Ltd. All rights reserved.
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    Using a Reading to Learn (R2L) adaptation to support students’ language learning in the production of spoken daily routines
    (2022) Mendoza Godoy, Diego; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
    The study reported in this thesis is an action research project which investigates the teaching of oral production in English at a tertiary education institution. The study is concerned with establishing an effective pedagogy to support students’ English language learning. This action research project draws on the Reading to Learn (R2L) pedagogy informed by Systemic Functional Linguistics (SFL). The R2L pedagogy is concerned with providing systematic and strategic support for students’ English language development, specifically about the oral production of a genre named here as daily routine. Three phases of an adaptation of the R2L pedagogy are conducted in this intervention. Teaching this genre enables students to develop language skills to talk about both a personal daily routine and another person’s daily routine. The intervention draws on several scaffolding tools in the pedagogical design. These include pedagogical activities informed by R2L, classroom interactions with translanguaging, and multimodal teaching materials. The results of the intervention program indicate three important outcomes. First, the conduction of the pedagogical activities informed by R2L successfully helps students better produce spoken daily routines. Second, the use of L1 (Spanish) is effective in learning L2 (English) when the reduction of L1 is carefully planned. Third, the employment of multimodal resources in the teaching materials facilitates students’ language comprehension and production. The study is innovative for two reasons. It provides an effective adaptation of the R2L pedagogy to improve oral production. And it provides an active intervention for supporting students’ English language learning in an online environment.
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    Using R2L to achieve UDL: Applying Genre-based Pedagogy in a pre-service teacher-training course
    (2023) Ibaceta Quijanes, Ximena; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
    This action research aims to improve the teaching quality of preservice teachers at the school level. The study takes place in an elective course from an English as Foreign Language (EFL) Teacher Education programme in Chile. The purpose of the course is to support preservice teachers in the achievement of the principles of the Universal Design for Learning (UDL) framework in their own teaching. Using UDL in English language teaching is concerned particularly with making language resources accessible to all language learners. In the last few years, preservice teachers in the course showed insufficient demonstration of accomplishing the UDL principles in their teaching performance at the end of the course. An important reason for this unsatisfactory outcome is that preservice teachers were not provided with sufficient and concrete pedagogic strategies for achieving the principles; the UDL principles tended to remain as abstract concepts. To tackle this issue, this study aims to provide an innovation of the undergraduate course, by offering explicit teaching of a pedagogic strategy that gives concrete guidance for pre-service teachers to achieve the UDL principles in their teaching practice. The study conducts an action research following a two-fold intervention informed by the genre-based pedagogy (GBP). First, the study implements a genre-based pedagogy, known as Reading to Learn (R2L), as a way of helping preservice teachers achieve the UDL principles in their teaching practice. The R2L pedagogy is informed by systemic functional linguistics (SFL), which considers the inherent relationship between language and context. With the linguistic underpinning, the pedagogy provides a series of teaching strategies that promotes equal access to knowledge by making explicit the language patterns in the teaching practice. The objectives of the pedagogy complement the objectives of UDL principles, providing helpful strategies for achieving the UDL principles in pre-service teachers’ classroom practice. Second, the teaching of the pedagogic knowledge about R2L in the course also follows a genre-based principle, specifically the Teaching-Learning Cycle (TLC). This design aims to provide a scaffolding process that benefits preservice teachers’ process of learning to teach. The study therefore adopts the genre-based pedagogy in the action research, including both the teaching about R2L, and the teaching through TLC. The outcome of this action research is assessed by analysing the teaching performances of the preservice teachers. Surveys are also conducted to understand the preservice teachers’ perception of teaching with R2L, and the perceptions of the school students’ learning 3 experience. The results of the study demonstrate that using R2L contributes to preservice teachers’ achievement of the UDL principles. The study directly benefits preservice teachers’ pedagogic knowledge development, providing useful pedagogic activities in the classroom practice. Second, the study contributes to the innovation of preservice teacher training in two important ways. It firstly demonstrates an effective way of achieving UDL principles through concrete and systematic pedagogic activities - i.e. the R2L pedagogy. Secondly, it shows an effective way of teaching pedagogic knowledge with a genre-based scaffolding, supporting presservice teachers’ learning to teach.
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    Using Reading to Learn in teaching anecdote sharing in conversation within an EFL context
    (2023) Alarcón Aguirre, Dennisse Solange Yire; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
    This action research aims to develop students' conversational skills for sharing anecdotes. The study took place in a 9th grade classroom at a private school in Chile. Although the English langauge teaching at the school generally aims to develop students’ langauge skills with the use of communicative approaches, the lack of explicit classroom applications of these approaches has caused problems regarding the instruction of knowledge about language, the teaching of spoken interaction, and the role of the teacher in the classroom, which have hindered students’ language development. To provide students with more effective support, this study aims to provide a teaching pedagogy that equips students with the necessary language resources to share anecdotes. The study is conducted using a mixed-methods action research informed by a genrebased pedagogy (GBP), specifically known as the Reading to learn (R2L), drawing on the understanding of language from a Systemic Functional Linguistics (SFL) perspective. The R2L pedagogy is adapted in this study to guide students through the most relevant language resources needed when sharing anecdotes in oral conversations. The pedagogy provides the teacher with systematic and structured pedagogic activities for teaching the language patterns present in anecdotes, gradually fostering students’ autonomy and independence in the language production. The impact of this action research is assessed by examining students' performances while sharing anecdotes before and after the intervention, through pre and post tests focusing on their storytelling and their ability to engage in conversation. The results of the study demonstrate that using R2L has a positive impact on developing students’ conversational skills for sharing anecdotes, support students to develop a wide range of linguistic resources related to story telling and having converstions. The study contributes to EFL teaching by makig explicit connection between Communicative Competence and SFL language description, offering a new perspective for language development. It also provides a practical methodology for teaching speaking skills, indicating its potential for wider application.