Introduction
The purpose of this essay is to analyze a text in relation to the genre and register used then identify the language foci that would be significantly emphasized in a second language lesson. The target learners are Chinese Freshman students studying in the University of Twain.
The essay starts off by looking at the literature review, method (introduction, description of the target learners, data, data analysis and findings), and discussion of findings, conclusion, references and finally the appendices.
Literature review
In the analysis of a text, the genre and register are vital aspects of learning the structure of a text in terms of its function (Eggins, 1994) and context involved “context sets the stage where particular meanings unfold” (Yunick, 1997).Therefore, for learners to understand easily the lexicogrammar in a text, they must be able to identify the kind of environment created in the text and the function of the text.
The form and function of a text is described in the genre analysis and this helps the L2 learners to understand the purpose of a particular text (Yunick, 1997). To achieve this, in the teaching and learning process, the teacher should identify the significant language foci that are relevant to the proficiency level of the learners (Butt et al., 2009).
This helps in the motivation of learners since they become conversant with what they are able to handle, and it applies to all L2 learners anywhere in the world. At any level of proficiency, learners should be made to understand that text writers “make grammatical choices that depend on contextual features” (Schmitt, 2002).
Halliday, (1989) In his theory of context for analyzing the lexicogrammar patterns of texts, the content clearly demonstrates the guidelines to the effective reading of a text in which L2 learners are required to put much attention on the structure of the chosen text for the lesson.
Equipped with this kind of knowledge about the lexicogrammar used in a text then it becomes it easier for the teacher to identify the most pronounced language foci that would be appropriate for L2 lessons (Liu & Jiang, 2009). Identifying the language foci in a text is done through a register analysis of the field, tenor and mode and the analysis of the genre used.
The authenticity of a text is also an aspect to be considered. Apart from the text chosen for the L2 lessons meeting the needs of the students In relation to the proficiency level, it should also be relevant to the cultural background of the L2 students.
Thus, the integration of culture and language activates the learner’s schemata making it easy for them to comprehend a text (Carrel and Eiserhold,1983).Through this integration, learners learn more effectively since they are involved in the learning process due to the fact that the content meets their particular interests (Nunan, 1998).
Method
Introduction
In relation to the previous section, the aim of this essay is to carry out an analysis of a text that is relevant to the l2 learner’s needs in terms of their proficiency level and cultural background.
The text should be able to present the L2 learner’s linguistic difficulties and this is made possible by identifying the genre and the register of the text (Paltridge, 1996). All these analyses should lead to the most important task of this essay which is the identification of the predominant foci that should be emphasized in an L2 lesson.
Target Learners
English is a more commonly used international language. Most of the Chinese individuals learn English for Education and transaction purposes. As beginners in the study of English as a second language, 10 freshman students in the University of Twain have a ISLPR score of S: 3, L: 3, R: 3, W: 3 (Ingram& Wylie 1979/2007).
And most universities accept this as the minimum level for entry to undergraduate degree courses (see Appendix 4). Their linguistic needs are to learn how to use the article ‘a’ and ‘an’ since these articles lack in their own language. Another linguistic difficulty that they encounter is the improper use of verb tenses and lack of knowledge on how to use the plural form of words.
Data
The text chosen (see Appendix 1) is taken from page 32 of Learning English: A Textbook for English Teachers (Don Snow, 2012).the structure of this text suits the kind of students in this case as it attempts to cover the linguistic difficulties of Chinese L2 learners. The use of verb tenses, plural form of words, proper use of conjunctions, and the use of the article ‘a’ and ‘an’ are clearly outlined in this text.
The text is about the question of whether intensive reading is really reading. The author argues out that intensive reading is not enough for a person who would like to be a good reader and thus readers should employ extensive reading too. Intensive reading makes a reader develop bad reading habits because one pays much attention on the vocabulary used rather than the meaning of a text which is the main essence of reading.
Data analysis
An analysis of the register and genre of the text was conducted based on two templates(see appendices 2&3)The register analysis was based on a template that involved the field, tenor and mode whereas the genre analysis was done based on a template to determine the schematic structure and lexicogrammar of the text (Butt et al., 1995).
Findings
Table 1-Language Foci and Linguistic/Discourse aspects
Discussion of Findings
Basing on the table of findings, the information simply illustrates the evident linguistic foci in the text. At a linguistic level, basing on the field of the register analysis, the language focus is the use of verb tenses. English employs a variety of verb tenses i.e., in the present, past and the future. The Chinese find it a little bit tricky to use verb tenses in their speaking of English language because their language lack this aspect (Hinkel, 1992).
Thus, teaching this linguistic aspect would meet the needs of the Chinese students as they are exposed to the correct usage of verb tenses. The proper use of indefinite articles is another crucial aspect to be taught in an L2 lesson involving Chinese students.
The Chinese language lack the use of indefinite articles thus it is a difficult task for them to be able to identify such an aspect in both speaking and writing. The indefinite article ’a’ and ‘an’ tend to be omitted in most cases in their speech thus this would be an appropriate language focus to be included in the lesson plan (Wong, 1988)
Another important language focus that a teacher should concentrate on is the use of conjunctions to create cohesion in a text. The Chinese lack the knowledge on how to use conjunctions appropriately in their writings.
Thus, focusing on this aspect under the discourse function makes it possible for the L2 learners to know when and where to use a conjunction. This problem is not experienced by the Chinese learners alone but almost all intermediate L2 learners struggle with the use of conjunctions before getting to the advanced level (Geva, 1986).
The proper use of plural forms is also another important language focus that should be emphasized in an L2 lesson. The teacher teaching English to Chinese students should take into consideration the fact that the Chinese students lack the knowledge on how to use the plural form.
In most cases, you will always find a Chinese speaking in English referring to children as child. For them the singular form is used to refer to the plural form too. This is risky in their learning of English because such kinds of mistakes make them underscore when it comes to the assessment tests (Wong, 1988).
Thus the most predominant language foci is the proper use of conjunctions and for a teacher to achieve his objective which is to help learners acquire the language at the end of the lesson then this should be the most significant language foci to be included in the lesson plan. This aspect covers both the speaking and writing skills.
Conclusion
The dominant language foci in this chosen text( see table 1) is the proper use of conjunctions and for a teacher to achieve his objective which is to help learners acquire the language at the end of the lesson, then this should be most significant language foci to be included in the lesson plan.
This aspect covers both the speaking and writing skills and meets the needs of the Chinese L2 learners. Moreover the teacher should incorporate the culture in the teaching process of the language to achieve the best results (Byram, 1990).
References
Butt, D., R., Feez, S., Spinks, S., & Yallop, C. (2009). Using Functional Grammar (2nd Ed.) South Yarra: Macmillan.
Byram, M. (1990). Teaching culture and language: towards an integrated model. Buttjes and Byram.
Carrel, P., L. and Eiserhold, J., C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL QUATERRLY. 17 (4). Pp. 553-573.
Eggins, S. (1994). An Introduction to Systematic Functional Linguistics. London: Pinter.
Geva, E., (1986). Reading comprehension in a second Language: the role of conjunctions. TESL Canada Journal. 3 (0). Pp. 85-96.
Halliday, M., A., K., and Hassan, R. (1989). Language, Context and Text: Aspects f language in a social Semiotic Perspective. Oxford: Oxford University Press.
Hinkel, E. (1992). The past tense and temporal verb meanings in a contextual frame. TESOL Quarterly Journal. 31(2): 289-313.
Ingram, D., E. & Wylie.E. (2007). The International Second Language Proficiency Ratings (ISLPR) Australia. The International Second Language Proficiency Ratings. Brisbane
Liu, D. & Jiang, P. (2009). Using a Corpus Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts. The Modern Language Journal. 93 (1). Pp. 61-78.
Nunan, D. (1998). Teaching Grammar in Context. ELT Journal. 52(2). Pp. 101-109.
Paltridge, B. (1996). Genre, Text, Type and the language learning classroom. ELT Journal. 50(3). Pp. 237-243.
Schmitt, N. (2002). An Introduction to Applied Linguistics. London: Hodder.
Snow, D. (2012). Learning English: A Textbook for English Teachers. Alexandria, VA: TESOL.
Wong, S. C. (1988). What we do and don’t know about Chinese learners of English: A critical review of selected research, RELC Journal, 19(1): 1-19.
Yunick, S. (1997). Genres, Registers and Sociolinguistics. World Englishes Journal. 16(3). Pp. 321-336).
Appendix
Appendix 1
Chosen text taken from pg 32 of Don Snow. (2012). Learning English: A Textbook for English Teachers. Alexandria, VA: TESOL.
Is intensive reading really reading?
This question may seem a bit strange. Obviously, intensive reading is at least one kind of reading, a slow, careful reading style that is appropriate for very difficult texts. However, in many ways, intensive reading is really more of a language study method than a form of reading.
Intensive reading is useful for English study because its slow speed allows students to stop and look new words up in the dictionary; it also allows students to pause and carefully study long or difficult sentences to get a better understanding of their grammar.
However, intensive reading alone will not make students good readers. In fact, too much intensive reading may actually cause students to develop bad reading habits. For example, because intensive reading requires students to pay attention to every detail, it often encourages the habit of paying more attention to the vocabulary and grammar of a text than to its overall meaning.
It also encourages the habit of reading English very slowly, and students who become accustomed to reading English in this way often never learn to read any faster. Finally, intensive reading tends to be relatively boring, so students who fall into the habit of reading everything intensively often come to dislike reading in English.
The main purpose of most reading is to understand the meaning of the text, usually as quickly as possible, so extensive reading is more like “real” reading than intensive reading is. In order to become good readers, students need to practice reading extensively as well as intensively. It is good for students to read intensively sometimes so they can study a text’s grammar and vocabulary.
They also need to read intensively if a text is very difficult. But it is equally important for them to spend time reading texts in an extensive style, focusing mainly on the meaning of the text, not stopping to look up every new word.
Furthermore, to become good readers, students need to read a lot – entire books or magazines – instead of just short articles or passages from English textbooks. Just as a runner must run a lot every day in order to build muscles for running, good readers need to read frequently and extensively to build good reading skills.
Appendix 2
Register Analysis