ABSTRACT
One of the pedagogy implications in the Systemic Functional Grammar (SFL) framework is grammar teaching contextualizing through the inter-trajectory play between “language learning” and “learning about language.” One way to approach contextualization is known as genre pedagogy programmed by Sydney School. The cycle of teaching, learning, and evaluation starts down from genre, that is, the thematic languages. However, there can be another way to resolve decontextualized SFL learning, which initiates in Filed, that is, the environmental relevance of the language. On the one hand, the initiation refers to a theoretical validity construct through the Hallidayan lens, on the other hand, an attempt was made to articulate an initiation up from field knowledge, that is, transitivity system, to genre. In all, the initiation is a theoretical construing of scaffolding assessment embedded in situations of Chinese college SFL teaching practices and experiences. The situations are termed decontextualized SFL learning, featured as horizontal progressions rather than ongoing stages or cycling in genre pedagogy. Explicitly, the learning outcome of decontextualized one cannot preclude an ongoing language learning and pedagogy implication. Through analysis, it can be better to contextualize starts down from field to approach SFL knowledge.
