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Systemic Functional Linguistics and Discourse Analysis As Alternatives When Dealing with Texts

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Systemic Functional Linguistics and Discourse Analysis As Alternatives When Dealing with Texts Systemic Functional Linguistics and Discourse Analysis as Alternatives When Dealing With Texts La lingüística sistémica funcional y el análisis del discurso como alternativas para trabajar con textos Paula Andrea García Montes1* Ana María Sagre Barboza2** Alba Isabel Lacharme Olascoaga3*** Universidad de Córdoba, Colombia This article presents a case study research with aims to find out which activities, methodological and textual aspects used in a reading strategies course were causing a group of students difficulties when analyzing critically written information. We conducted the study at Universidad de Córdoba (Colom- bia) with seventh semester students from the undergraduate English program. The data collection techniques used included observations, document analysis, interviews, and a Preliminary English Test for students. The results were analyzed taking into account issues in discourse analysis and systemic functional linguistics. Results show reasons why students find it difficult to successfully complete the analysis of written texts. These results can serve as useful alternatives for planning reading lessons. Key words: Critical discourse analysis, discourse analysis, reading, systemic functional linguistics. Este artículo presenta un estudio de caso que busca analizar qué actividades, aspectos metodológicos y textuales causan dificultades en los estudiantes para analizar de manera crítica información en un curso de estrategias de lectura. Este estudio se realizó en la Universidad de Córdoba (Colombia) con estudiantes de séptimo semestre del programa de inglés. Las técnicas de recolección usadas fueron observaciones, análisis de documentos, entrevistas y un examen de competencia en inglés. Los resultados fueron analizados teniendo en cuenta elementos relevantes del análisis del discurso y de la lingüística sistémica. Los resultados mostraron las posibles razones por las cuales los estudiantes muestran dificultades para analizar textos escritos. Estos resultados pueden servir como alternativas para la planeación de clases de lectura. Palabras clave: análisis del discurso, análisis crítico del discurso, lectura, lingüística sistémica funcional. * E-mail: [email protected] ** E-mail: [email protected] *** E-mail: [email protected] How to cite this article (APA, 6th ed.): García Montes, P. A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic functional linguistics and discourse analysis as alternatives when dealing with texts. PROFILE Issues in Teachers’ Professional Development, 16(2), 101-116. http://dx.doi.org/10.15446/profile.v16n2.38113. This article was received on May 14, 2013, and accepted on January 24, 2014. PROFILE Vol. 16, No. 2, October 2014. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 101-116 101 García Montes, Sagre Barboza, & Lacharme Olascoaga Introduction contains in order to accomplish a specific purpose. In the past, teaching English required teach- However, we realized that this opportunity was not ers to concentrate on the development of grammar widely given to students in most reading classes through drills and translations. By using these tech- we observed since teachers and students tended to niques students were supposed to learn English. concentrate more on the development of skimming Due to new educational requirements, some stu- and scanning strategies and on answering literal dents are no longer passive learners; they are more questions. Thus, students found reading classes autonomous in learning, active thinkers, and ana- a little bit monotonous since they noticed they lysts of everyday encounters. Thus, the ministry were not making progress in their reading lessons. of education in Colombia has set out very use- The use of skimming and scanning as mentioned ful standards to help learners construct their own above are very useful for students’ learning pro- knowledge, develop discourse skills, improve stu- cess in reading, but there should be transitions or dents’ communicative and linguistics abilities, as a progression from these skills to more complex or well as develop their sociolinguistic competences challenging ones such as inferring, implying, con- in order to encourage them to be autonomous and cluding, analyzing, and so on, in order to awaken critical thinkers. All these aspects challenge teach- students’ critical analysis of the information given ers to look for effective methods and approaches by the teacher. to improve their teaching and avoid the traditional During the study, we also identified issues teaching practices wherein students are not encour- regarding material and methodologies used to help aged to debate, reflect, and suggest. Instead they are students read. Here we observed that students did asked to just internalize sets of words and rules in not have enough opportunities to read critically isolation. These methods can be useful in some since they were not or had not been exposed to cases but when used repetitively in our classes, stu- the analysis of ideas in texts that required careful dents will not be given the chance to explore more study of words, phrases, structures, purposes, and critical and analytical methods to learn English as so on. Likewise, sometimes materials used in class active thinkers rather than passive ones. did not correspond to students’ English level and Nowadays, students should not only acquire teachers did not choose the materials based on stu- aspects regarding vocabulary, grammar, and pro- dents’ ages or interests. Additionally, students did nunciation, but they also need to know how to use not seem to be competent enough to implement the language in real situations. Additionally, learn- reading strategies such as inferring, implying, or ers should learn how to identify the purpose of applying complex mental processes. Most of the news or magazine article texts. Students need to be students found it difficult to identify purposes, given the necessary tools to identify the structure of intentions, text types, structures, or functions. texts in terms of language, genre, functions, form, Another factor that helped us carry out the linguistic features, words, and intentions in order to study had to do with students’ reading difficulties. lead them to complex analyses of discourses. These We noticed that students have many problems read- in-depth analyses will help students recognize the ing or dealing with unknown words and structures. type of text or articles they are dealing with, that is, When analyzing texts, the majority of the students whether it is a spoken or written discourse, which did not know how to cope with the vocabulary pre- words, rules, and language characteristics the text sented in the article. 102 Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras Systemic Functional Linguistics and Discourse Analysis as Alternatives When Dealing With Texts Based on that situation we decided to imple- objectives as a guide to focus our intentions and ment the use of discourse analysis and, particularly, purposes for the study. systemic functional linguistics (SFL), which is a useful tool in identifying which aspects of teach- Questions ers’ methodology and texts were affecting seventh The following are the questions we answered in semester students’ reading processes and under- our study: standing. We were interested in characteristics of • How do linguistic characteristics of texts and texts used in class that prevented students from teachers’ methodology influence seventh effectively understanding messages conveyed in semester students’ reading comprehension everyday texts as well as in analyzing teachers’ of academic information at Universidad de methodology when applying reading activities. Córdoba? During the study, we considered discourse anal- • What linguistic characteristics of texts and meth- ysis not only as a tool to identify anomalies in texts odological aspects influence seventh semester or characteristics of texts that might cause read- students’ reading comprehension of academic ing difficulties, but also as a very important source information at Universidad de Córdoba? to help students become active readers. We also find it meaningful as a way to encourage students Specific Research Questions to become effective analysts of texts/conversa- • What are some of the linguistic characteristics tions in order to identify ideologies, purposes, and in the texts? aims of both written and oral discourses. Teach- • What is the role of linguistic features in the ing students how to approach information in order texts in the process of reading comprehension? to analyze messages given in texts is a wonderful • How does the teacher deal with the texts in the process since learners are not reading in order to process of teaching reading? answer simple questions. On the contrary, they • What are students’ difficulties when reading are analyzing a variety of aspects which are not these texts? evident or obvious in the texts. According to Wal- lace (2003), discourse analysis is fundamental in Theoretical Framework helping students identify aspects such as the field, The main purpose in this research project is tenor, and mode of discourse (topic, characters, to analyze the discourse characteristics of the texts context of situation, channel of communication). students are asked to read and analyze in their By identifying these issues in texts, students are reading strategies course. By understanding this aware of the organization
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