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”Det fattas jättemycket” – genreteoretiska perspektiv på vuxna andraspråkselevers texter och responssamtal
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0009-0004-3573-1038
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2022 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 2, p. 55-87Article in journal (Refereed) Published
Abstract [sv]

Studien bidrar med kunskap om funktionella aspekter av vuxna andraspråkselevers arbete med skrivrespons och argumenterande texter. Den genomfördes inom grundläggande vuxenutbildning, en svagt representerad skolform i skrivdidaktisk forskning. Materialet består av inspelade responssamtal i mindre grupper samt de elevtexter som låg till grund för samtalen. Studien synliggör vilka aspekter i texterna som eleverna fokuserar på i samtalen och vilka aspekter som skulle behöva stärkas i argumentationen. I analysen används systemisk-funktionell genreteori. Resultatet visar att eleverna identifierade utvecklingsområden i texter baserat på den genrestruktur undervisningen hade utgått ifrån. Samtidigt hade eleverna hade eleverna svårt att identifiera vad som krävdes för att genrestrukturen skulle byggas ut på ett fungerande sätt. Studien ger teoretiska redskap för att synliggöra språkliga mönster på lokal textnivå för att stödja andraspråkselevers skrivutveckling.

Abstract [en]

”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts.

The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development.

Place, publisher, year, edition, pages
Lärarstiftelsen , 2022. Vol. 10, no 2, p. 55-87
Keywords [en]
Adult learners, Second language writing, Feedback, Peer response, Genre-based teaching, Systemic functional linguistics
Keywords [sv]
andraspråksskrivande, genrebaserad undervisning, kamratrespons, stöttning, vuxnas lärande
National Category
Didactics Languages and Literature
Identifiers
URN: urn:nbn:se:mau:diva-55530OAI: oai:DiVA.org:mau-55530DiVA, id: diva2:1707053
Available from: 2022-10-28 Created: 2022-10-28 Last updated: 2023-11-01Bibliographically approved

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Sandgaard-Ekdahl, HannaWalldén, Robert

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