An ELL’s journey in learning to demonstrate solidarity in job application letters
DOI:
https://doi.org/10.1558/lhs.30663Keywords:
Appraisal theory, English as a second language, Business English, Job application letters, Genre learning, Systemic functional linguistics, employment mobility, capacity buildingAbstract
In recent years, tertiary institutes worldwide have begun to emphasize capacity building of their students for future employment, particularly with regard to international mobility. An integral part of building such capacity among English language learners (ELLs) is to equip them with the ability to apply for jobs in English. This paper reports on a research project which tracked, over the course of eight weeks an Israeli English language learner's improved understanding of how to write a US-oriented job application letter. Using the theoretical framework of systemic functional linguistics (cf. Halliday and Matthiessen, 2004), we present the results of a fine grained linguistic analysis of the texts produced by a student at three different points in the learning process. Against the background of a large corpus of linguistically analysed successful job application letters, the paper focuses on the extent to which the student developed in managing the applicant-potential employer relationship, which we call 'demonstrating solidarity', as evidenced through his changing use of interpersonal linguistic resources. We interpret the student's development in light of cross-cultural differences that might have influenced his learning trajectory. The paper concludes by setting out the most significant implications of the findings for pedagogic practice and institutional policy, especially important for English language learners.
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Zhang, Z. and Li, S. (2014). Negotiating membership in employment interviews at a Chinese media institution. International Journal of Business Communication. 51 (1): 9–30. https://doi.org/10.1177/2329488413516204
Bhatia, V. K. (1993). Analysing Genre: Language Use in Professional Settings. Harlow: Longman.
Bhatia, V. K. (1996). Nativization of job applications in South Asia. In R. J. Baumgardner (Ed.) South Asian English Structure, Use, and Users. Urbana and Chicago: University of Illinois Press.
Bond, M. H. (1991). Cultural influences on modes of impression management, implication for the culturally diverse organization. In R. A. Giacalone and P. Rosenfeld (Eds), Applied Impression Management: How Image-making Affects Managerial Decisions, 195–215. Newbury Park, CA: Sage. https://doi.org/10.2307/2075900
Coffin, C. and Donohue, J. (2009). Exploring English Grammar: From Formal to Functional. London: Routledge.
Coffin, C. and Donohue, J. (2014). A Language as Social Semiotic Approach to Teaching and Learning in Higher Education (Language Learning Monograph Series). Chichester, West Sussex; Malden, MA: Wiley-Blackwell.
Cohen, L., Manion, L., and Morrison, K. (2008). Research Methods in Education (6th ed.). London: Routledge.
Davidovitch, N., Sinuany-Stern, Z., and Iram, Y. (2012). The price of success: Some consequences of increased access to higher education in Israel. Cross-Cultural Communication. 8 (2): 101–111.
Devitt, A., Reiff, M. J., and Bawarshi, A (2004). Scenes of Writing: Strategies for Composing with Genres. New York: Pearson/Longman.
Halliday, M. A. K. and Matthiessen, C. M. I. M. (2004). An Introduction to Functional Grammar (3rd ed.). London: Hodder Arnold.
Henry, A. (2007). Evaluating language learners’ response to web-based, data-driven, genre teaching materials. English for Specific Purposes. 26 (4): 462–484. https://doi.org/10.1016/j.esp.2007.01.003
Henry, A. and Roseberry, R. L. (2001). A narrow-angled corpus analysis of moves and strategies of the genre: ‘Letter of application.’ English for Specific Purposes. 20 (2): 153–167. https://doi.org/10.1016/S0889-4906(99)00037-X
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., and Hughey, J. B. (1981). Testing ESL Composition: A Practical Approach. Rowley, MA: Newbury House. https://doi.org/10.3138/cmlr.42.4.897
Katriel, T. (1986). Talking Straight, Dugri Speech in Israeli Sabra Culture. Cambridge: Cambridge University Press. https://doi.org/10.1017/s0026318400018551
Khilji, S. E., Zeidman, N., Drory, A., Tirmizi, A., and Srinivas, E. S. (2010). Crossvergence of values: An analysis of the use of impression management strategies in India, Israel and Pakistan. International Business Review. 19 (4): 419–431. https://doi.org/10.1016/j.ibusrev.2010.03.003
Lewin, B. A., Fine, J., and Young, L. (2001). Expository Discourse: A Genre-Based Approach to Social Science Research Texts. London: Continuum.
Lipovsky, C. (2010). Negotiating Solidarity: A Social-linguistic Approach to Job Interviews. Newcastle upon Tyne: Cambridge Scholars.
Lipovsky, C. (2013). Negotiating one’s expertise through appraisal in CVs. Linguistics and the Human Sciences. 8 (3): 307–333. https://doi.org/10.1558/lhs.v8i3.307
Martin, J. R. (1992). Macro-Proposals: Meaning by degree. In W. C. Mann and S. A. Thompson, (Eds), Discourse Description: Diverse Linguistic Analyses of Fund-raising Text, 359–396. Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.16.14mar
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20 (1): 10–21. https://doi.org/10.1016/j.linged.2009.01.003
Martin, J. R. and Rose, D. (2007). Working with Discourse: Meaning Beyond the Clause. London: Continuum.
Martin J. R. and Rose, D. (2008). Genre Relations: Mapping Culture, London: Equinox.
Martin, J. R. and White, P. R. R. (2005). The Language of Evaluation: Appraisal in English. Basingstoke: Palgrave. https://doi.org/10.1057/9780230511910
Program integrity: Gainful employment-debt measures. (2011). Federal Register: The Daily Journal of the United States Government. 76 (113). Retrieved on 2 September 2014 from https://www.federalregister.gov/articles/2011/06/13/2011-13905/program-integrity-gainful-employment-debt-measures.
Rothery, J. (1994). Exploring literacy in school English. In Write it Right: Resources for Literacy and Learning. Vol. 1. Erskineville, NSW: Disadvantaged Schools Program, Metropolitan East Region, NSW Dept. of School Education.
Swami, J. A. (2008). Sensitizing ESL learners to genre. TESL-EJ. 12 (3): 1–13. Retrieved on 27 March 2013 from http://www.tesl-ej.org/ej47/a9.html.
Upton, T. A. and Connor, U. (2001). Using computerized corpus analysis to investigate the text linguistic discourse moves of a genre. English for Specific Purposes. 20: 313–329. https://doi.org/10.1016/S0889-4906(00)00022-3
Wray, A. (2012). Formulaic Language: Pushing the Boundaries. Oxford: Oxford University Press.
Zare-ee, A. (2009). The effects of teaching genre moves on EFL learners’ performance in letter writing. Pazhuhesh-e Zabanha-ye Khareji. 49: 43–64.
Zhang, Z. and Li, S. (2014). Negotiating membership in employment interviews at a Chinese media institution. International Journal of Business Communication. 51 (1): 9–30. https://doi.org/10.1177/2329488413516204
Published
2019-05-28
Issue
Section
Articles
How to Cite
Portman, D., & Coffin, C. (2019). An ELL’s journey in learning to demonstrate solidarity in job application letters. Linguistics and the Human Sciences, 13(1-2), 118-149. https://doi.org/10.1558/lhs.30663
