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

我们的目的是调查第二语言作者在基于clil（内容和语言综合学习）的英语世界历史课程中对文章类型的评价性语言的使用。我们计划使用我们开发的教学分析框架来分析第二语言大学生对讨论、阐述和挑战文章中关键话语特征的使用。这一分析尚未完成。然而，在突尼斯举行的国际SFL会议上，我们获得了关于我们的分析方法的有价值的反馈，该会议由共同研究者参加，他在题为“SFL争论体裁和他们所承担的逻辑谬误”的演讲中介绍了我们的初步发现。根据会议参与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的数据足以说明评估框架的适应性，以便在课堂上使用，以教授争论类型的关键特征。然而，我们计划用先前收集的调查和课堂观察数据来补充现有的语言数据，以更丰富地描述其应用。上一份报告中提到的评估框架的教学应用工作已经发表（Myskow, 2023）。关于体体学分析和教学法，一篇调查高级学生写作修辞结构和引用使用的研究论文也已发表（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).