PROCESS TYPES OF THE TRANSITIVITY SYSTEM IN ESL CLASSROOMS

• DOI: 10.37572/EdArt_3007239032

• Palavras-chave: Process Types, Transitivity system, Systemic Functional Linguistics, ESL Classrooms

• Keywords: Process Types, Transitivity system, Systemic Functional Linguistics, ESL Classrooms

• Abstract:

  This study examined the way in which the process types of transitivity system can be applied in English as a Second Language (ESL) classroom setting. The application of the process types of Transitivity, as proposed by Halliday and Matthiessen (2004), is an essential component of language teaching for ESL students. The theory proposes that language and meaning are formed by process types, namely relational, material, mental, behavioural, verbal and existential processes. The study presented a literature review of the various theoretical approaches to employing process typology of the transitivity system in various fields, with a view to examining the processes in real ESL classroom scenarios. The data for the study were drawn the lesson notes prepared for the Senior Secondary School students of the selected schools and the actual lesson presentations observed in the classes used. The data were analyzed using qualitative approach of contextual analysis and quantitative descriptive statistics of simple percentage.   The study revealed that material, mental, verbal, relational and behavioural processes are very essential in the classroom delivery as each, or the interplay of these process types is employed at each stage of the classroom discourse. The interaction of the process typology suggests that teaching/learning process entails doing, sensing, saying, behaving, being and existing. The findings suggested that process typology of the Transitivity System is an effective tool for language instruction and has the potentials to improve language learning outcomes for ESL students.

• Número de páginas: 28