earticle

영어

While adolescent L2 writing has gained exponential research spotlight in the field of L2 writing, yet research on adolescent L2 English letter writing remains relatively scanty. In this paper, I draw on Appraisal from systemic functional linguistics to investigate the attitudinal resources used in L2 English letters written by adolescent Chinese EFL learners. I collect the data from two English letters written by a class of 50 junior three ESL students in Guangzhou China. I mainly look at Affect, Judgement and Appreciation from the system of Attitude in Appraisal to examine the interpersonal meaning-making in ESL learners’ L2 letter writing. I utilize both quantitative and descriptive approaches to analyze the data, which are repeated measures ANOVAs and case study. The findings reveal that judgment is the dominant attitudinal resources that used in the interpersonal meaning-making in these students’ letter writing and there exist significant differences under the use of different attitudinal resources between the two letters studied. These findings provide feedback to our understanding of interpersonal meaning-making in adolescent L2 letter writing. In addition, they also offer implications on how Appraisal could be leveraged as a framework in L2 writing assessment.

중국어

儘管青少年第二語言寫作在第二語言寫作領域取得了指數級的研究關注，但關於青少年第二語言英語書信寫作的研究相對較少。本文借助系統功能語言學中的評價理論，研究中國青少年英語作為外語學習者在第二語言英文信件中使用的態度資源。我從中國廣州的50名初三英語作為第二語言的學生班級中，收集了他們寫的兩封英文信件作為研究數據。我主要關注評價理論中態度系統中的情感、判斷和鑒賞，以審查第二語言學習者信件寫作中的人際意義建構。我使用定量和描述性方法分析數據，包括重複測量變異數分析和案例研究。研究結果表明，判斷是這些學生信件寫作中人際意義建構中主要的態度資源，而且兩封信件在使用不同態度資源方面存在顯著差異。這些發現有助於我們理解青少年第二語言書信寫作中的人際意義建構。此外，它們還為如何將評價理論作為第二語言寫作評估的框架提供了啟示。