مجلة الرسالة للدراسات والبحوث الإنسانية

Positioning The Functional Approach To Teaching Writing In Algeria: A Systemic Grammar Perspective On Student Revisions

Auteurs : Hamzaoui Aissa . Rouabhia Ahlem .

Résumé

Studies in composing in the native context have claimed that some aspects of writing are only explicable on functional basis and that good writing equates with appropriate functional practices, not with the writing processes. In this line of thought, this study explores these practices in the Algerian context to argue for or against the functional approach to teaching writing on empirical bases. To this end, we projected Halliday and Matthiessen's model of Systemic Functional Grammar (2004) on the revisions issued in students' essays (N=16; 8 poor, 8 good). The results of this study are in favour of the Functional approach; taking the good writers' systemic functional revisions as a standard, the poor writers functionally inappropriately revise their texts from both the product and the process perspectives. Thus, adopting the functional approach to teaching writing in the Algerian context is deemed urgent.

Mots clés

Keywords: lexicogrammar, metafunction, rank, revision, writing