Teaching Grammatical Metaphor: Designing Pedagogical Interventions

Table of Contents
List of Figures
List Of Tables
Preface
Chapter One
	Background to Research
	Previous Research
	Research Design
	Key Terms used in this Project
	Outline of Following Chapters
Chapter Two
	Grammatical Metaphor
		Grammatical Metaphor Based on Stratal Tension
		Grammatical Metaphor Based on Semantic Junction
		Grammatical Metaphor in Language Development and Language Education
	Genre-Based Pedagogies
		Three Genre Traditions
		Genre Teaching and Language Education
		Theoretical Foundations of The Sydney School’s Genre Pedagogy
	Feedback in SLA, SLW, Sct and The Sydney School
		Definition and Types of Feedback
		Feedback from The Perspective of SLA And SLW
		Feedback from The Perspective of Sociocultural Theory
		Feedback from The Perspective of The Sydney School
	Chapter Summary
Chapter Three
	Context of Larger Project
	Theoretical Framework
	Analytical Framework
	Phase I
		Context
		Participants
		Action Taken
		Data Analysis
	Phase 2
		Context
		Participants
		Action Taken
		Data Analysis
	Phase 3
		Context
		Participants
		Action Taken
		Data Analysis
	Summary
Chapter Four
	Context
		Task
		Data Analysis Procedure
	Students’ Grammatical Metaphor Use
		Experiential Metaphor Use
		Logical Metaphor Use
	Tutors’ Feedback on Grammatical Metaphor
		Feedback on Experiential Metaphor
		Feedback on Logical Metaphor
	Development of Grammatical Metaphor Use Across Drafts
	Reflecting on Results
		Students’ Grammatical Metaphor Use
		Tutors’ Grammatical Metaphor Feedback
		Development of Students’ GM Use Across Drafts
		Planning The Next Phase
Chapter Five
	Planning
		Frontloading Students
		Training Tutors
	Taking Action
	Analysing Results
		Students Grammatical Metaphor Use
		Tutors Feedback on Grammatical Metaphor and Students’ Response
	Feedback on Experiential Metaphor
	Combined Experiential and Logical Metaphor Feedback
	Development of Grammatical Metaphor Use through the Intervention
	Reflecting On Results
		Reflecting on Students’ Grammatical Metaphor Use
		Reflecting on Grammatical Metaphor Feedback
	Development of Grammatical Metaphor Use through the Intervention
	Planning The Last Phase
Chapter Six
	Planning
		Designing Assignment
		Frontloading Students
		Training Tutors
		Determining Achievement Groups
	Taking Action
	Analysing Results
		Students’ Grammatical Metaphor Use
		Tutors’ Feedback on Grammatical Metaphorand Students’ Response
		Development of Grammatical Metaphor Use through the Intervention
		Similarities of and Differences Between High and Low Proficiency Groups
	Reflecting on Results
		Reflecting on Students’ Grammatical Metaphor Use
		Reflecting on Grammatical Metaphor Feedback and Students’ Response
		Reflecting on The Development of Grammatical Metaphor
		Reflecting on Grammatical Metaphor Use and Language Proficiency
Chapter Seven
	Language Proficiency And GM Use
	Feedback Across Phases
		Explicitness, Rationale, Metalanguage
	Feedback Topology
		Carrying
		Hand Holding
		Bridging
		Free Climbing
	Feedback and GM Use
		Feedback Example Targeting Second Sentence of a Draft
		Feedback Targeting an Evaluative Sentence in a Body Paragraph
	Feedback and Zpd
Chapter Eight
	Research Context
	Phase 1
	Phase 2
	Phase 3
	Limitations
	Pedagogical Implications
	Future Directions
References
Appendices
	Appendix A
		The Role of Grammatical Metaphor
		Experiential Metaphor
		Logical Metaphor
		References
Appendix B
	Experiential Metaphor
	Logical Metaphor
	References
Appendix C
	What is Grammatical Metaphor?
	The Role of Grammatical Metaphor
	Experiential Metaphor
	Logical Metaphor
	References
	Activities