The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in-service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student-teachers’ professional development in a pre-service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student-teachers during the course of an academic year in a mandatory SFG module which favoured content and language integrated learning (CLIL) and metalinguistic knowledge. Data were collected through student-teachers’ evaluations, summaries of group discussions, coursework samples, and whole class discussions as inherent parts of the module dynamics. Student-teachers’ perceptions indicated that SFG had a positive effect on content knowledge and pedagogical content knowledge.

中文翻译：

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了解系统功能语法教学在初级英语教师教育中的影响

系统功能语法（SFG）的作用通常在研究生课程和有经验的教师的在职课程中进行调查。相比之下，本研究在阿根廷的一个职前第二语言教师教育项目中考察了 SFG 对学生教师专业发展的影响。以教师研究和生态学观点为框架，一位导师在一个有利于内容和语言综合学习 (CLIL) 和元语言知识的强制性 SFG 模块中检查了一组学生教师在一个学年的过程中的看法。通过学生-教师的评估、小组讨论的总结、课程作业样本和全班讨论作为模块动态的固有部分收集数据。