Advanced language learning : the contribution of Halliday and Vygotsky

279 Pages·2006·15.738 MB·English

by  Heidi Byrnes

Advanced Language Learning
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Advanced Language Learning:
The Contribution of Halliday and Vygotsky
Edited by Heidi Byrnes

continuum
New Text
Continuum
The Tower Building 80 Maiden Lane
11 York Road Suite 704
London SE1 7NX New York, NY 10038
© Heidi Byrnes and contributors 2006
All rights reserved. No part of this publication may be reproduced or transmitted in
any form or by any means, electronic or mechanical, including photocopying,
recording, or any information storage or retrieval system, without prior permission
in writing from the publishers.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 0-8264-9071-9 (HB)
ISBN: 978-0-8264-4308-3 (PB)
Typeset by RefineCatch Limited, Bungay, Suffolk
Printed and bound in Great Britain by
the MPG Books Group
Contents
List of Contributors vii
List of Figures and Tables viii
What kind of resource is language and why does it matter for
advanced language learning? An introduction 1
Heidi Byrnes
Part I: Theoretical Considerations in Advanced Instructed Learning
1 Educating for advanced foreign language capacities: exploring
the meaning-making resources of languages systemic-functionally 31
Christian M. I. M. Matthiessen
2 Generalized collective dialogue and advanced foreign language
capacities 58
James V Wertsch

3 Re (de)fining language proficiency in light of the concept of
'languaculture' 72
James R Lantolf
Part II: Description and Pedagogy
4 Languaging, agency and collaboration in advanced second
language proficiency 95
Merrill Swain
5 Grammar as a resource for the construction of language logic for
advanced language learning in Japanese 109
Kazuhiro Teruya
vi CONTENTS
6 The linguistic features of advanced language use: the grammar
of exposition 134
MaryJ. Schleppegrell
7 Grammatical metaphor: academic language development in
Latino students in Spanish 147
M. Cecilia Colombi
8 Creating textual worlds in advanced learner writing: the role of
complex theme 164
Marianna V. Ryshina-Pankova
9 The dialogic construction of meaning in advanced L2 writing:
Bakhtinian perspectives 184
Susan Strauss, Parastou Feiz, Xuehua Xiang and Dessislava Ivanova
10 Learning advanced French through SFL: learning SFL in French 204
Alice Caffarel
Part III: Programmatic and Curricular Issues
11 Modelling a genre-based foreign language curriculum: staging
advanced L2 learning 227
Cori Crane
12 Advanced language for intermediate learners: corpus and
register analysis for curriculum specification in English for
Academic Purposes 246
Nick Moore
Index 265
List of Contributors
Heidi Byrnes, Georgetown University
Alice Caffarel, The University of Sydney
M. Cecilia Colombi, The University of California, Davis
Cori Crane, University of Illinois at Urbana Champaign
Parastou Feiz, The Pennsylvania State University
Dessislava Ivanova, The Pennsylvania State University
James P. Lantolf, The Pennsylvania State University
Christian M. I. M. Matthiessen, Macquarie University, Sydney
Nick Moore, Etisalat University College, United Arab Emirates
Marianna V. Ryshina-Pankova, George Mason University
MaryJ. Schleppegrell, The University of Michigan
Susan Strauss, The Pennsylvania State University
Merrill Swain, The University of Toronto
Kazuhiro Teruya, The University of New South Wales, Sydney

James V. Wertsch, Washington University, St Louis
Xuehua Xiang, The Pennsylvania State University
List of Figures and Tables
Figures
1.1 The dimensions organizing language in context - global
dimensions, and local ones manifested fractally within each
strata! subsystem 36
1.2 Metafunctional organization - lexicogrammar, ranks of clause
and group 41
1.3 Stratification and instantiation in relation to learner's life line
(ontogenesis) 43
1.4 Context-based text typology/topology based on Jean Ure's
taxonomy of texts 46
1.5 The three semogenic processes of phylogenesis, ontogenesis
and logogenesis in relation to the cline of instantiation 48
1.6 The interpersonal system of MODALITY, with indications
of favoured selections in texts from two different
registers 51
5.1 Contrast between the adversative and introductive types: 'from
below' 120
5.2 Comparison between temporal immediacy and conditional
potential: 'from above' 123
5.3 Semantic continuity of Subject and/or Theme in the clause
complex 124
5.4 Cohesive conjunction and its external functional environment 127
5.5 'Global mapping' engendering logical meaning in clause
complexing 129
6.1 ACTFL Descriptors for Writing 134
6.2 California ELD Standards for Writing- Advanced 135

9.1 'Labyrinthine.' Vocabulary list (excerpt) 190
10.1 La relation entre langage et contexte: realisation. 209
10.2 Course syllabus for 'Introduction a la Linguistique': approche
fonctionnelle 214
10.3 The French clause complex system 218
11.1 Schematic structure of recount 232
11.2 Schematic structure of personal narrative 236
LIST OF FIGURES AND TABLES ix
11.3 Schematic structure of DreiFreunde ('Three Friends') with
linguistic features of temporality 237
12.1 Extract of Mood svstem 251
12.2 Probabilities of clause types in Locution and Idea process types 252
12.3 Frequency of simple, perfect and progressive aspects across
text types (from Biber et al 1999: 461) 253
12.4 Frequency of modified and unmodified noun phrases, with
type of modification, across text types (from Biber et al 1999:
578) ' 254
12.5 Formula for Register Variance Differential (RVD) 255
12.6 Distribution of the relative frequency of lexical items in a
corpus 257
Tables
1.1 Advanced learners learning language, learning through
language and learning about language 34
1.2 Combined function-stratification matrix and function-rank
matrix (lexicogrammar) 40
4.1 Languaging: A microgenetic analysis for 'to fight tooth and
nail'(Tocalli-Beller 2005) 103
5.1 Clause complex consisting of more than two clauses 111
5.2 Parataxis and hypo taxis 115
5.3 Tactic organization in English and Japanese 116
5.4 The dynamic movement of regressive and progressive logic 117
5.5 Structural conjunction ga: adversative and introductive type 119
5.6 Temporal immediacy realized by different structural
conjunctions 121
6.1 Linguistic resources for exposition 137
7.1 The oral-written continuum (adapted from Halliday 1985) 149
7.2 Stages of language development (adapted from Halliday 1993
and Christie 2002b) 150
7.3 Grammatical m etaphor (adapted from Halliday 1998) 152
7.4 Class shift (semantic type) 152
7.5 Spanish adjectivization: semantic and grammatical junction 156
8.1 Communicative purposes of the moves of the genre
4Buchbesprechung/Buchempfehlung (book review, book
recommendation) 168
8.2 Clausal themes across levels 171
8.3 Nominalized clausal themes in NNS texts 175
8.4 Lexically complex themes across levels 177
8.5 Structural variety in noun modification 177
10.1 Situation type and text type: instantiation dimension 207
10.2 A sample from the English-French glossary of SF terms 213
11.1 Genres represented among writing tasks across the GUGD
undergraduate curriculum 231