International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online) DOI: 10.30845/ijll

SFL in the IPEIT Classroom: Going Beyond the Spoken and the Written To the Social
Hedia Ben Elouidhnine, Kaouther Ferjani

Language use cannot be divorced from the context in which it takes place. In the academic circles, the context can be twofold: one concerned with language learning while the other interested in language assessment. The aim of this research paper is to shed light on both perspectives by setting a high premium on the speaking performances and the writing assignments of the first-year preparatory engineering students (FYPESs). Hence, the targeted field of enquiry would be that of ESP. The point is to draw a convergence line between both foci while showing their close congruence with Systemic Functional Linguistics (SFL). In this regard, both written and spoken corpora were collected to present genre-based pedagogy as one of the crucial aspects of SFL educational linguistic work. A semi-structured questionnaire was also conducted for the sake of data corroboration. The overarching aim is to introduce both productive levels of performance as essential paths towards FYPESs’ language use and socialization into the ESP classroom 'culture'. Ultimately, the systemic functional perspective of the English language, in general, and ESP, in particular, is targeted, being a system that functions not only linguistically but equally socially in the Tunisian ESP teaching setting.

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