The Impact of Using Systemic Functional Model of Language as Theoretical Basis on Student Self-generated Assessment Criteria in Teaching Tertiary Chinese Writing Program in Hong Kong

摘要

Enhancement of Chinese communication skills to meet the needs of Hong Kong society is a long term direction of the language teaching in university. We need to find more and better methods for teaching the subject, particularly those which can promote a more independent, interactive, and student-centred mode of learning. Self-generated rubrics involving students in their own writing assessment are intended to help students to identify criteria of good Chinese writing by themselves, so that they are able to improve their Chinese writing ability by self reflection and promoting self-directed learning. Using Systemic Functional Grammar (SFG) as theoretical basis in Chinese Writing teaching provides learners some descriptive key concepts. Students can be leaded into the areas of functional linguistics to study the characteristics of writing structure. Other than reinforcing the learning, this helps to set up and utilize a rubric. In order to have good understanding of the effectiveness of student's self generated writing rubrics by using SFG, classroom observation is employed in the research by video recording in the class. A details observation and analysis of the process is done after the implementation. The study focus on how SFG and self-generated rubrics could be applied in the teaching of Chinese writing in tertiary level effectively.