Contents
更新于 2026年10月13日
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Contents
总序 文秋芳
导读 何 伟
Author Biosketch
Preface
SECTION I RECONCEPTUALIZING GRAMMAR, CURRICULUM AND PEDAGOGY
CHAPTER 1 Rethinking the Role of Grammar in Postsecondary English Education
1.1 The Grammar Fatigue Syndrome
1.2 Are College Students Truly Grammatically Proficient?
1.3 Why Is a Content-Driven Model of CBI Not the Solution?
1.4 It's Time for a Language-Driven Model of CBI
1.5 The Imperative for Functional Grammar
1.6 Conclusion
CHAPTER 2 Functional Grammar for English Teachers
2.1 Grammars for Language/Literacy Teaching
2.2 Key Principles
2.3 Text
2.4 Clause and Sentence
2.5 Context
2.6 Cohesion and Coherence
2.7 Genre
2.8 Register
2.9 Function/Metafunction/Meaning
2.10 System
2.11 Choice
2.12 Conclusion
CHAPTER 3 Redesigning English Curriculum and Pedagogy for Higher Education
3.1 Introduction
3.2 A Functional Model of Language
3.3 Linguistic Variation Across Academic Disciplines
3.4 Implications for English Education
3.5 Conclusion
SECTION II TEACHING READING
CHAPTER 4 Understanding Text Complexity and Text Difficulty
4.1 Introduction
4.2 Deconstructing Text Complexity
4.3 Understanding Text Difficulty
4.4 Linguistic Sources of Comprehension Difficulties in Complex Texts
4.5 A Pedagogical Heuristic for Working with Complex Texts
4.6 Conclusion
CHAPTER 5 Scaffolding Close Reading of Academic Texts
5.1 Language, Knowledge and Schooling
5.2 Instructional Models of Close Reading
5.3 Teaching Close Reading Through Functional Grammar Analysis
5.4 Conclusion
CHAPTER 6 Promoting Critical Literacy in Disciplinary Learning
6.1 Literacy and Disciplinary Learning
6.2 Reading Science
6.3 SFL for Critical Reading
6.4 Developing Critical Language Awareness Through Functional Grammar Analysis
6.5 Conclusion
SECTION III TEACHING WRITING
CHAPTER 7 Demystifying Academic Writing: Conceptual and Practical Matters
7.1 What Is Academic Writing?
7.2 Discursive Features of Academic Writing
7.3 New Trends in Academic Writing
7.4 Academic Language, Literacy Development, and Disciplinary Learning
7.5 Supporting Academic Writing Development
7.6 Conclusion
CHAPTER 8 Recontextualizing Sydney School Genre-Based Pedagogy in the Discipline
8.1 Writing and Disciplinary Learning
8.2 Writing in Science
8.3 A Genre-Based Approach
8.4 Enacting SGP in a Science Unit
8.5 Conclusion
CHAPTER 9 Evaluating Student Writing Through a Functional Focus on Language
9.1 Background
9.2 A Functional Linguistics Approach to Writing Assessment
9.3 Using Functional Grammar Analysis to Evaluate Informational Writing
9.4 Using Functional Grammar Analysis to Evaluate Response Writing
9.5 Using Assessment to Inform Instruction
9.6 Conclusion
SECTION IV EMPOWERING TEACHERS
CHAPTER 10 Enhancing Teacher Capacity for English Literacy Instruction
10.1 Introduction
10.2 Linguistic Expertise for Teaching English Literacy
10.3 Challenges in Developing Linguistic Subject Knowledge
10.4 Supporting Teacher Learning About Functional Grammar
10.5 Some Caveats About Using Functional Grammar in Literacy Instruction
10.6 Envoi
References
Literature Resources Cited