Written Genres in CLIL-based University Level History Courses: A Study of Their Language and Instruction

本研究旨在调查以内容与语言整合学习为基础的英语世界历史课程中，二语作者在议论文体裁中使用评价性语言的情况。我们计划使用我们开发的教学分析框架来分析二语大学生对讨论、阐述和挑战短文中主要语篇特征的使用情况。这一分析尚未完成。然而，我们在突尼斯举行的一次国际SFL会议上获得了关于我们分析方法的宝贵反馈，该联合调查员出席了会议，在题为SFL辩论流派及其承受的逻辑谬误的演讲中介绍了我们的初步发现。根据与会者的反馈和其他考虑，我们已经确定，我们对评估特征的初步分析数据足以说明课堂上使用的评估框架的改编，以教授辩论体裁的关键特征。然而，我们计划用以前收集的调查和课堂观察数据来补充我们现有的语言数据，以更丰富地描述它的应用。上一次报告中提到的评估框架的教学应用方面的工作已经出版(Myskow，2023)。在体裁分析和教育学方面，还发表了一篇关于高级学生写作的修辞结构和引文使用的研究论文(Ono&Petric，2022)。

We aimed to investigate L2 writers' use of evaluative language in arguing essay genres in CLIL-based (Content and Language Integrated Learning) English medium world history courses. We planned to analyze L2 university students’ use of key discourse features of the Discussion, Exposition, and Challenge essays using the pedagogical analytic framework we developed. This analysis is not yet complete. However, we were able to gain valuable feedback on our analytical methods at an International SFL conference in Tunisia attended by the co-investigator, where he presented our preliminary findings in a presentation titled SFL Arguing Genres and the Logical Fallacies they Afford. Based on feedback from conference participants and other considerations, we have determined that our data from our preliminary analysis of Appraisal features is sufficient for the purposes of illustrating adaptations of the Appraisal framework for use in the classroom to teach key features of arguing genres. However, we plan to supplement our existing linguistic data with previously collected survey and classroom observational data for a richer description of its applications. The work on pedagogical applications of the Appraisal framework mentioned in the previous report has since been published (Myskow, 2023). In relation to genre analysis and pedagogy, a research paper investigating the rhetorical structure and citation use of advanced students’ writing has also been published (Ono & Petric, 2022).