Integrating Appraisal and Grammatical Metaphor in SFL Genre-Based Writing Instruction

Abstract

Since M.A.K. Halliday introduced Systemic Functional Linguistics (SFL) over half a century ago, its various sub-theories have been widely applied in EFL writing instruction. In a previous study, the researcher conducted a case study on teaching Grammatical Metaphor within the framework of genre-based writing instruction for EFL students in China. Building on this, the present research integrates Appraisal Theory to examine the characteristics of appraisal resources in student writing across four genres of narration, description, exposition and argumentation. The findings show significant variations in the distribution of appraisal resources-attitude, graduation, and engagement-depending on the semantic features inherent to each genre. Furthermore, the study explores the statistical and semantic correlations between appraisal resources and Grammatical Metaphor. Based on these findings, a genre-based writing model was developed, combining instruction in the Appraisal system and Grammatical Metaphor. This model aims to enhance students’ genre-based analytical skills and their ability to construct genre-appropriate texts with logical cohesive textual flow and sophistication, thereby empowering them to engage in critical thinking and independent writing practices in academic contexts.