An appraisal analysis of the samples for Ielts writing task – a pedagogical Perspective
This study examined the syntactic and semantic aspects of argumentative essays of IELTS writing task 2 (AEIWT2) written by students at an English center in Da Nang from the perspectives of Martin's (2005) appraisal framework and Halliday's (2004) systemic functional linguistics. Besi...
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| Format: | Luận văn |
| Sprog: | English |
| Udgivet: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Fag: | |
| Online adgang: | https://data.ufl.udn.vn/handle/UFL/1960 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Summary: | This study examined the syntactic and semantic aspects of argumentative
essays of IELTS writing task 2 (AEIWT2) written by students at an English center
in Da Nang from the perspectives of Martin's (2005) appraisal framework and
Halliday's (2004) systemic functional linguistics. Besides, the study analyzed
students' AEIWT2 in terms of theme and rheme in the sample texts collected. The
data were gathered with the qualitative and quantitative methods in order to
determine the kinds of JUDGEMENT that students apply to their writing. Based on
the research questions, the findings were discussed. First, a thorough analysis of
each type of JUDGEMENT and its subcategories was conducted in order to assess
the semantic features of the identified JUDGEMENT in the AEIWT2. Second, word
groups and the theme-rheme structure of the linguistic items in the data that
indicated judgment were discussed in relation to their syntactic characteristics.
Through the data collected, the number of words of evaluative language belonging
to subsystem JUDGEMENT used by students at the English Center for AEIWT2
was low. Besides, there was a large difference in the quantity of linguistic items of
JUDGEMENT used in students’ AEIWT2. Therefore, the ability to persuade
readers to seek agreement on the points raised in AEIWT2 was not high. It was
anticipated that the study helped educators and English language learners
comprehend the appraisal framework better, and students were able to use their
teachers' teaching strategies to learn how to use appraisal resources when writing
AEIWT2 |
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