”Det är nästan som argumentation, men det är lite svårare argumentation”: En studie om argumentationsskrivande i svenska som andraspråk inom grundläggande vuxenutbildning

This study investigates how adult second language learners in basic adult education engage with argumentative writing, a skill often underexplored in research on writing pedagogy. Using an action research design, data were collected from classroom discussions where learners analyzed model texts with varying structural and interpersonal features, as well as from their own argumentative texts. Drawing on systemic-functional genre theory, the analysis examines how learners interpret genre-specific resources and incorporate them into their writing. Findings indicate that students view structural elements, such as clear thesis statements and logical sequencing, as essential for achieving argumentative purposes. While many texts adhere to prototypical genre structures, others display creative deviations, reflecting both individual preferences and emerging genre awareness. These results highlight the potential of genre-based pedagogy to enhance metalinguistic awareness and expand learners’ linguistic repertoires. By making explicit the range of linguistic resources available for constructing arguments, instruction can foster greater flexibility and effectiveness in adult second language writing.