Investigating Discourse Socialisation Progress of an English as a Second Language Learner Using Systematic Functional Linguistic Approach

Document Type: Original Article


1 Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran / Faculty of Education, Department of Second Language Education, University of Tasmania (UTAS), Australia

2 Faculty of Education, Department of English Language Teaching, Islamic Azad University, Ahar Branch, Ahar, Iran

3 Faculty of Education, Department of Early Childhood Education, University of Tasmania (UTAS), Australia


This study was framed on the theory of Language Socialisation and a Systematic Functional Linguistic (SFL) approach. The aim of the study was to analyse the oral presentation discourse produced by an elemen- tary Iranian English as Second Language (ESL) postgraduate student in an American university four times (September/December, 2015 and March/September, 2016) over one year. The data were collected in terms of textual resources during the discourse socialisation process while in a second language community. The data relating to oral presentations were taken through the Oral English Proficiency Test (OEPT) and later transcribed for further analyses. The findings revealed that the participant became more competent as he continued his language socialisation in the second language academic community. He made progress through the use of textual resources, through the use of basic cohesive devices, including ‘and’ and ‘so’ over time. The study contributes to the language socialisation research by employing a systemic functional lin- guistics approach as a tool for the discourse development. It is intended that the findings will contribute to the knowledge around curriculum and the delivery of second language oral skills. 


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