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Teaching mental processes to EFL learners: a blended-learning proposal

  • Jorge Arús-Hita ORCID logo EMAIL logo
Veröffentlicht/Copyright: 30. Mai 2024

Abstract

This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.


Corresponding author: Jorge Arús-Hita, Universidad Complutense de Madrid, Madrid, Spain, E-mail:

  1. Research funding: None declared.

  2. Research ethics: Not applicable.

  3. Author contributions: The author has accepted responsibility for the entire content of this manuscript and approved its submission.

  4. Competing interests: The author states no conflict of interest.

  5. Data availability: Not applicable.

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Received: 2023-12-11
Accepted: 2024-05-07
Published Online: 2024-05-30
Published in Print: 2025-03-26

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Editorial
  3. Broadening the appliability of systemic functional linguistics
  4. Research Articles
  5. Functional linguistics in life: an embodied approach in teacher education
  6. Teaching citation to university students
  7. Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
  8. System networks as a resource in L2 writing education
  9. Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
  10. Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
  11. Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
  12. Teaching mental processes to EFL learners: a blended-learning proposal
  13. SFL as a socially accountable praxis: who and what are we working for?
  14. Regular Articles
  15. The influence of task complexity and task modality on learners’ topic and turn management
  16. Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
  17. Language pedagogies and late-life language learning proficiency
  18. The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
  19. Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
  20. Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
  21. Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
  22. Dynamic development of cohesive devices in English as a second language writing
  23. What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
  24. The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
  25. Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
  26. Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
  27. A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
  28. Fostering well-being in the university L2 classroom: the “I am an author” project
  29. How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
  30. Toward a better understanding of student engagement with peer feedback: a longitudinal study
  31. Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
  32. Are foreign language teaching enjoyment and motivation two sides of the same coin?
  33. Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
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