Eldaly, S. (2023). Discourse Analysis Study of L2ers' Interactional Subjectivity across Narrative Writing. CDELT Occasional Papers in the Development of English Education, 82(1), 139-156. doi: 10.21608/opde.2023.313617
Sara Samir Eldaly. "Discourse Analysis Study of L2ers' Interactional Subjectivity across Narrative Writing". CDELT Occasional Papers in the Development of English Education, 82, 1, 2023, 139-156. doi: 10.21608/opde.2023.313617
Eldaly, S. (2023). 'Discourse Analysis Study of L2ers' Interactional Subjectivity across Narrative Writing', CDELT Occasional Papers in the Development of English Education, 82(1), pp. 139-156. doi: 10.21608/opde.2023.313617
Eldaly, S. Discourse Analysis Study of L2ers' Interactional Subjectivity across Narrative Writing. CDELT Occasional Papers in the Development of English Education, 2023; 82(1): 139-156. doi: 10.21608/opde.2023.313617
Discourse Analysis Study of L2ers' Interactional Subjectivity across Narrative Writing
Lecturer in English Language and Literature Dep. Faculty of Arts, Menofia University
Abstract
This study attempts at examining the Second Language Users/L2ers' delayed narrative discourse genre. The conventionalized narrative genre sheds the light on the memorial attention through the attitudinal-based proposition. Attention control elaborates the 'skill' acquisition across the declarative-/procedure- knowledge (Lyster, 2007). Declarative and procedural knowledge compose the proceduralisation of language rule-based knowledge through the mental map of human cognitive design across; the conceptual lexicon, propositional information, and multi-propositional discourse (Givon, 2005, p. 65). The data of the study are the narrative writings of L2ers. The narrative discourse is analyzed in terms of Johnstone's componential structure (2002); and the attitudinal content-based information is analyzed following the pragma-appraisal theory (White, 2011). The results of the study depict: 1) on the level of content; a) the pronominal phrases serve the role of an interactional strategy and a conceptualized ego-deictic center; b) the commitment to a temporal-based orientation; c) the topic-selection attainability focus; d) the simplified information chunks; and e) the conventional linear thematic-progression. And on level of structure, the results show; a) the genreic moves' instability across the L2ers writings; b) the consistency of topic selection, participants' identification; and insufficient climax-/resolution-based moves; and c) the deficiency of the procedural knowledge.
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