內容大鋼
This book aims to develop a genre-based pedagogy for Chinese universitystudents' persuasive writing from the perspective of SFL approach. It consists ofseven chapters in total.This book contains the following contents：
Chapter 1 is the introduction of the study consisting of background of thestudy, rationale, research questions and objectives, theoretical framework andconceptual framework, scope of the study, definition of terms and significance ofthe study.
Chapter 2 deals with the theoretical basis and reviews on previous relatedstudies.
Chapter 3 is about the research methodology of the study.
Chapters 4, 5 and 6 report the findings of the study corresponding to theresearch questions.
Chapter 7 is the conclusion, discussion and implication of the study.
目錄
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Rationale
1.3 Research Questions
1.4 Research Objectives
1.5 Theoretical Framework
1.6 Conceptual Framework
1.7 Scope of the Study
1.8 Definitions of Terms
1.9 Significance of the Study
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Related Theories
2.1.1 Systemic Functional Linguistics
2.1.2 Clause
2.1.3 The Metafunctions of SFL
2.1.4 Genre Theory
2.1.5 The Genre of Persuasion and SFL
2.1.6 Development of Writing Teaching Approach
2.1.7 Vygotsky's Sociocultural Theory
2.1.8 Collaborative Writing
2.2 Review of Related Studies
2.2.1 Related Studies on Genre-Based Approach of Writing
2.2.2 Related Studies on Collaborative Writing
2.2.3 Related Studies on Persuasion
2.2.4 Summary of the Previous Studies
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample
3.4 Research Instrument
3.4.1 Lesson Plans
3.4.2 Persuasion Textual Feature Analysis Template
3.4.3 Questionnaire
3.4.4 Interview
3.5 Validity and Reliability
3.6 Collection of Data
3.6.1 Qualitative Data Collection
3.6.2 Quantitative Data Collection
3.7 Data Analysis
3.7.1 Qualitative Data Analysis
3.7.2 Quantitative Data Analysis
3.8 Pilot Study
3.8.1 The Implementation of the Pilot Study
3.8.2 Analysis of Group Written Work in the Pilot Study
3.8.3 Results of the Pilot Study and Adaption
3.9 Summary of the Research Process
CHAPTER 4 THE TEACHING EFFECTS ON GROUP WRITINGS 111
4.1 Each Group's Writing Ability Development 113
4.1.1 Linguistic Analysis of Three Iterations of Group 1
4.1.2 Generic Structure Analysis of Three Iterations of Group 1
4.1.3 Language Feature Analysis of Three Iterations of Group 1
4.1.4 Linguistic Analysis of Three Iterations of Group 2
4.1.5 Generic Structure Analysis of Three Iterations of Group 2
4.1.6 Language Feature Analysis of Three Iterations of Group 2
4.1.7 Linguistic Analysis of Three Iterations of Group 3
4.1.8 Generic Structure Analysis of Three Iterations of Group 3
4.1.9 Language Feature Analysis of Three Iterations of Group 3
4.1.10 Linguistic Analysis of Three Iterations of Group 4
4.1.11 Generic Structure Analysis of Three Iterations of Group 4
4.1.12 Language Feature Analysis of Three Iterations of Group 4
4.1.13 Linguistic Analysis of Three Iterations of Group 5
4.1.14 Generic Structure Analysis of Three Iterations of Group 5
4.1.15 Language Feature Analysis of Three Iterations of Group 5
4.1.16 Linguistic Analysis of Three Iterations of Group 6
4.1.17 Generic Structure Analysis of Three Iterations of Group 6
4.1.18 Language Feature Analysis of Three Iterations of Group 6
4.2 Generic Structure Changes in Each Iteration
4.2.1 Six Groups' Performance on Generic Structure in the First Iteration
4.2.2 Six Groups' Performance on Generic Structure in the Second Iteration
4.2.3 Six Groups' Performance on Generic Structure in the Third Iteration
4.3 Language Feature Changes in Each Iteration
4.3.1 Six Groups' Performance on Language Features in the First Iteration
4.3.2 Six Groups' Performance on Language Features in the Second Iteration
4.3.3 Six Groups' Performance on Language Features in the Third Iteration
4.4 Summary
CHAPTER 5 THE TEACHING EFFECTS ON INDIVIDUAL WRITINGS
5.1 The Analysis Principles for Individual Writings
5.2 Results of Pre-Test
5.2.1 The Results of Generic Structure Analysis of Pre-Test
5.2.2 The Results of Language Features Analysis in the Pre-Test
5.3 Results of Post-Test
5.3.1 The Results of Generic Structure Analysis of Post-Test
5.3.2 The Results of Language Features Analysis of Post-Test
5.4 Comparison Between Pre- and Post-Tests
5.4.1 Comparison on Generic Structures Between Pre-and Post-Tests
5.4.2 Comparison on Language Features Between Pre- and Post-Tests
5.5 Summary
CHAPTER 6 PERCEPTIONS AND ATTITUDES TO THE PEDAGOGY
6.1 Quantitative Analysis Results of Questionnaire
6.1.1 Self-Evaluation on Students' Mastery of Textual Features
6.1.2 Self-Evaluation on the Genre-Awareness of Persuasion
6.1.3 Confidence in Writing an Effective Persuasion
6.1.4 Attitudes Towards Group Writing in the Teaching Instruction
6.1.5 Interests in the Applicati
6.2.4 Attitudes and Opinions About the Group Writing Process
6.2.5 Interests and Attitudes in Applying the Teaching Cycle
6.2.6 Summary on the Findings of Interview Data
6.3 Summary
CHAPTER 7 CONCLUSION, DISCUSSION AND IMPLICATIONS
7.1 Conclusion
7.2 Research Summary
7.2.1 Curriculum Cycle Improving Students' Group Writing Ability
7.2.2 Curriculum Cycle Improving Students' Individual Writing Ability
7.2.3 Students' Attitudes and Perceptions Towards the Pedagogy
7.3 Discussion of the Overall Findings
7.3.1 The Pedagogy Being an Effective Way to Develop Students' Genre Writing Ability
7.3.2 Scaffolding Playing Important Roles in the Positive Impacts of the Pedagogy
7.3.3 Collaborative Writing Being a Double-Edged Sword in the Pedagogy
7.3.4 Students' Application of Language Features Involving Many Factors
7.4 Pedagogical and Theoretical Implications
7.4.1 Pedagogical Implications
7.4.2 Theoretical Implications
7.5 Limitations and Recommendations
REFERENCES
ACKNOWLEDGEMENTS
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