Thematische Bibliographien / Systemic functional linguistics (SFL)

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Auswahl der wissenschaftlichen Literatur zum Thema „Systemic functional linguistics (SFL)“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Systemic functional linguistics (SFL)"

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Abdulrahman Almurashi, Wael. „An Introduction to Halliday’s Systemic Functional Linguistics“. Journal for the Study of English Linguistics 4, Nr. 1 (06.05.2016): 70. http://dx.doi.org/10.5296/jsel.v4i1.9423.

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<p>Numerous theories have been successful in accounting for aspects of language. One of the most substantial theories is Halliday's Systemic Functional Linguistics (often SFL), which has been employed in the literature on linguistics and applied linguistics. This paper aims to introduce Halliday's SFL with a focus on an overview of SFL as a linguistic tradition largely developed by Michael Alexander Kirkwood Halliday (often M.A.K. Halliday). Furthermore, this introduction compares SFL to other linguistic traditions, such as the transformational generative linguistics represented by Noam Chomsky and Bloomfield's structural tradition. This research also explains the key elements of SFL, SFL as an applicable tradition, examples of the value of applying SFL in detail, and finally, presents the benefits associated with working with SFL as a communicative motivation in learning a language.</p>
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Matthiessen, Christian M. I. M. „Register in Systemic Functional Linguistics*“. Register Studies 1, Nr. 1 (26.04.2019): 10–41. http://dx.doi.org/10.1075/rs.18010.mat.

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Abstract Christian M. I. M. Matthiessen elaborates on the Systemic Functional Linguistics (SFL) approach to register in this contribution to the inaugural issue of Register Studies. He is Chair Professor of the Department of English at the Hong Kong Polytechnic University, where he pursues a scholarly agenda that includes developing the theory of Systemic Functional Linguistics and applying it to text and discourse analysis, functional grammar, issues related to language evolution and typology, and comprehensive descriptive models of register. Throughout his career, Matthiessen has made major contributions to SFL theories and methods. Among his major works is Lexicogrammatical Cartography: English Systems (1995, International Language Sciences Publishers). More than any other scholar, Matthiessen has expounded on Halliday’s early ideas on register and applied SFL theory to describing models of register variation. He remains an active researcher in the area of register studies which includes his registerial cartography – the comprehensive and systematic description of the registers in a language. Matthiessen’s work has left an indelible mark on the theory and systematic study of patterns of register in language use.
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Matthiessen, Christian M. I. M. „Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches“. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 28, spe (2012): 435–71. http://dx.doi.org/10.1590/s0102-44502012000300002.

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This article is concerned with the relationship between Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and with SFL as a resource for socially accountable academic work. First it locates SFL within the general category of appliable linguistics (as opposed to either theoretical or applied linguistics), an approach to the study of language that is also designed to be socially accountable. Then, against the background of SFL, it traces the development first of Critical Linguistics and then of CDA, also identifying other influences incorporated within these traditions. Next, it compares CDA with other orientations within discourse analysis from the perspective of SFL, and proposes the notion of appliable discourse analysis (ADA). This leads to an overview of the dimensions of ADA, and finally to the question of the place of ADA within a general appliable linguistics.
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Steiner, Erich, Bo Wang, Christian M. I. M. Matthiessen und Yuanyi Ma. „Bridging boundaries between systemic functional linguistics and translation studies“. Linguistics and the Human Sciences 14, Nr. 3 (26.03.2021): 218–36. http://dx.doi.org/10.1558/lhs.19337.

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Erich Steiner, as a leading scholar in systemic functional linguistics (SFL), has been involved in various important strands of research on SFL and translation. This transcript is based on the second part of the interview during his visit to Hong Kong. We continue to discuss the application of SFL to translation, covering topics like SFL and other functionalist theories of translation, the tools for translation contributed by functionally-oriented work, and translation as a method for language teaching. In addition, Steiner summarizes the contributions of SFL to translation, and introduces some possibilities for future research.
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Pasaribu, Arsen Nahum, Erika Sinambela und Sondang Manik. „The Contributions of Systemic Functional Linguistics to Literary Text Analysis“. International Journal of Linguistics, Literature and Translation 3, Nr. 9 (30.09.2020): 81–86. http://dx.doi.org/10.32996/ijllt.2020.3.9.8.

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Systemic Functional Linguistics (SFL) refers to some kind of text analysis, including an analysis of literary language. Some research has verified the study of the literary text using this linguistic apparatus; however the use of SFL in literary text analysis is relatively rare. Therefore, this study investigated the contributions of SFL to literary text analysis. The data of the study were 20 scientific articles focusing on literary text analysis using SFL. The analysis used content analysis to expose the segments of the story analyzed and the components of SFL to analyze them. The findings showed that the method of analysis using SFL on the literary text has brought new perspectives to the researchers, and provided some possible future studies in literary works. Moreover, the study of literary texts is regarded not merely as interpretative practices but as explanatory categories for each segment of a literary text.
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Hutasuhut, Seriani, und Octa Vina Harahap. „Students’ Application of Systematic Functional Linguistics on EFLs’ Blog Website“. English Education : English Journal for Teaching and Learning 9, Nr. 02 (31.12.2021): 207–20. http://dx.doi.org/10.24952/ee.v9i02.4807.

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The study aims to investigate the Systemic Functional Linguistics (SFL) as a method for analyzing text. The Systemic Functional Linguistics (SFL) has a nearly limitless range of applications. Social media has become an important platform for everyone to broadcast information, opinions, and emotion freely and borderless in today's society especially on blog. Using a qualitative method, this research focused on the outcome of the students’ ability in applying SFL on social media. The data are taken from Blog-Web media of English Education Department Students IAIN Padangsidimpuan. The findings lead to the conclusion that the application of Systemic Functional Linguistics on Blog was good. Interpersonal meaning occurred in 9 times or in percentages of 45% of written clauses entires. It signifies that its ability to inform and persuade readers goes optimal. However, linguistic approaches must be improved in order for the texts to sound more understandable.
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Pineh, Aiyoub Jodairi. „A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics“. International Journal of Linguistics 8, Nr. 2 (07.04.2016): 12. http://dx.doi.org/10.5296/ijl.v8i2.9273.

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<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>
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Alvin, Leong Ping. „The thematic structure of homepages: An exploratory systemic-functional account“. Semiotica 2016, Nr. 210 (01.05.2016): 105–27. http://dx.doi.org/10.1515/sem-2016-0048.

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AbstractThe visual social semiotic approach, based on Halliday’s systemic functional linguistics (SFL), is widely used in studies on multimodal texts. As SFL is a framework focusing on the functions of language, several SFL categories are re-conceptualized in visual social semiotics to handle the analysis and interplay of extra-linguistic features; other categories, however, are excluded. A consequence is that any insights offered by these excluded categories in multimodal texts remain obscured. This paper focused on one such category, theme, as a generator of expectations. It analyzed the thematic structure of twenty homepages to show that the different SFL themes are applicable and evident in such multimodal texts. It underscores the importance of theme as a point of departure of any discourse, textual or otherwise, allowing us to form expectations about how the rest of the discourse may be acceptably developed.
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Khote, Nihal, und Zhongfeng Tian. „Translanguaging in culturally sustaining systemic functional linguistics“. Positive synergies 5, Nr. 1 (10.01.2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.

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Abstract In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.
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Chen, Jing. „On Re-instantiation of Literary Dialects: A Systemic Functional Approach“. Theory and Practice in Language Studies 9, Nr. 6 (01.06.2019): 706. http://dx.doi.org/10.17507/tpls.0906.14.

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With the developments in Systemic Functional Linguistics (SFL), the functional approach to translation studies (TS) has offered new perspective into understanding how translation can be viewed as the re-instantiation of Source Text (ST) in another language system as Target Text (TT).In literary texts, language variations such as literary dialects have long been considered challenges in translation, but literary dialects are also believed to be “valued” linguistic elements since non-standard language such as dialects are socially related and may trigger linguistic stereotypes among readers. In tune with the new development in SFL, the current research focuses on the English translations of dialects in Li Jieren’s Si Shui Wei Lan (死水微澜) which is rich in Sichuan dialects and are with linguistically varied voices. The purpose of this article is threefold: firstly, to briefly present the linguistic features of ST, revealing author’s intentional arrangement in his choices of dialects; secondly, with case studies to compare and discuss the translators’ choices in re-instantiating dialects from the perspective of coupling and commitment; finally, to offer suggestions for translating literary dialects. This paper argues that SFL helps translators pinpoint the linguistic features that are valued in ST and inform translators of alternative renderings. This paper adopts a descriptive approach to the triplet on how translators re-coupled and re-committed the language variations in the ST into TT, and it serves as a manifestation of how SFL applies to TS from a new angel.
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Dissertationen zum Thema "Systemic functional linguistics (SFL)"

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Adetomokun, Idowu Jacob. „A systemic functional linguistics (SFL) analysis of Yoruba students’ narratives of identity at three Western Cape universities“. Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3290.

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Masters of Art
There has been a great deal of research exploring Halliday’s (1978, 1994, 2004)Systemic Functional Linguistic (SFL) approach. However, there has been little work that specifically targets SFL to explore African discourse. Systemic Functional Linguistics (SFL) views language as “social semiotic”, that is, language is functional in terms of what it can do or what can be done with it; and semantic in that it is used to make meanings (Halliday’s, 1978). This study explores SFL to analyse narratives of identity as told by Yoruba students at three Western Cape Universities: University of the Western Cape (UWC), University of Cape Town (UCT) and University of Stellenbosch (SUN). This research is both quantitative and qualitative in outlook and results of the study are presented. I used the qualitative method to collect and analyse the data; but a certain amount of quantitative analysis was presented as well in order to determine the predominant identity options favoured by the students. A total of 14 Yoruba students were interviewed for data collection which was analysed with SFL interpersonal metafunction theoretical approach. Specifically, the study examines linguistic choices that the students utilize to maintain and reconstruct their identities in Cape Town. This concentrates on the aspects of Mood component combining Subject and Finite element, Residual component comprising Predicator, Complement and Adjunct as well as Modality in participants’ narratives. Besides, an important aspect of the study was the consideration given to ethical issues. Analyses are presented on tables showing the frequencies of the interpersonal elements as configuration for preference use of different Subjects, Finites, Predicators, Complement and Adjuncts to either strengthen or weaken positions. Equally, the metaphorically expressions of objectivity to highlight the continuities and contradictions in the students’ narratives of identity in the diaspora was considered. These serve as interpersonal elements used by participants for stylizing and personalizing different identities options. Also, the study presents how the students organize their message for cohesion/coherence in their narratives. Thus, SFL establishes how the linguistic choices of the students reflect identity options in their new environment. The study shows the strengths of systemic-functional approach in its integration of what the students said, with what they might mean within the situation in which they said them. Finally, I conclude that these elements of interpersonal metafunction framework make participants’ narratives coherent while revealing the different identities they appropriated in the diaspora.
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Abuhasan, Wlla. „Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach“. Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41941.

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This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers. The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position. Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.
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Hodgson-Drysdale, Tracy. „Teaching Writing Informed by Systemic Functional Linguistics: "I never would have thought of doing that..."“. Thesis, Boston College, 2013. http://hdl.handle.net/2345/3677.

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Thesis advisor: Maria E. Brisk
Writing is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Stiefvater, Andrea L. „Language Socialization in ESL Writing Classes: A Systemic Functional Analysis“. Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.

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Thesis (Dr. of Education)--University of Cincinnati, 2008.
Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
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Daniello, Frank. „Systemic functional linguistics theory in practice: A longitudinal study of a school-university partnership reforming writing instruction in an urban elementary school“. Thesis, Boston College, 2012. http://hdl.handle.net/2345/2591.

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Thesis advisor: Dennis Shirley
The ability to express meaning in prose is a foundational skill in our society. Given the importance of being a competent writer, concern with the quality of writing instruction is a recurring theme among American educators (Cutler & Graham, 2008; Gilbert & Graham, 2010; National Commission on Writing, 2003, 2004, 2006). Research shows that teachers are unprepared to teach writing (Gilbert & Graham, 2010) and devote limited amounts of time to it (Cutler & Graham, 2008; Gilbert & Graham, 2010). In addition, national assessment data indicates that most students are not proficient writers (Salahu-Din, Persky & Miller, 2008). An embedded case study design (Yin, 2009), using mixed methodology (Greene & Caracelli, 2003a, 2003b; Hesse-Biber, 2010), was employed to determine whether a school-university partnership enacted systemic functional linguistics theory guided writing intervention changed fourth and fifth grade teachers' writing instruction over the course of three years in an urban elementary school. The study further investigated changes to 41 fourth and 27 fifth graders' writing performance during the third year of the invention. Examination of the relationship between students' performance in writing and the Massachusetts Comprehensive Assessment System (MCAS) test in English language arts was conducted. The study also explored how teachers articulated their experiences with the partnership. Findings showed the content of teachers' instruction changed involving the use of metalanguage and the teaching of genre, language, and tenor. Similarly, instructional strategies evolved regarding negotiating field and deconstruction of text. Findings also indicated a significant improvement in writing performance for all students, and bilingual students had more growth over time than monolingual peers. Also, a moderate positive relationship existed between writing performance and MCAS performance, which suggests understanding of genre may support reading comprehension. Overall, teachers positively experienced the partnership and found value in the professional development. Implications of these study findings will benefit teacher education, administrators and policymakers, and allow for improved school-university partnerships
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Almufayrij, Haifa S. „Teaching English poetry to Saudi students : an exploratory study for applying a Systemic Functional Linguistic based pedagogy for improving the reading, analysis and interpretation of poems in the English language“. Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23086.

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This study formulated and applied a Systemic Functional Linguistic (SFL) based pedagogy which is culturally appropriate for Saudi students in King Saud University for improving the reading, analysis and interpretation of poetry in English. Ian Haneur affirms the necessity of the implementation of cultural knowledge for the reading of poetry; he states that cultural knowledge is “important in that it provides a basis through which understanding is achieved.”(2001: 4).This approach is concerned with linguistic applications which aim to improve analytical powers, in particular, the Systemic Functional Linguistics (SFL) (Halliday, 2004; Thompson, 2004). This pedagogy gives Saudi students a tool for reading poetic texts in English and critically analyzes them independently. An attempt which has not been approached much due to concerns of Arab educators about the values of English and American literature and its effects upon readers and a concern over the confrontation of the various moral, social, religious, national, political, historical, and even geographical contexts in the foreign texts (G.Rababah, 1983;M. Obeidat, 1996; Zughoul, 1987; and Asfour andDahiyat, 1983). Furthermore, in this dissertation, I also attempted to address the impact that social, cultural, religious and linguistic differences have on the students' reading and interpretation of poems in English by exploring the perceptions of Saudi students regarding these issues. In my case study, a preliminary questionnaire with closed and open ended questions, class practice answers, post teaching interviews and observation notes were examined using selective coding to interpret the collected data. Analysis of student perceptions in relation to the social, cultural, religious and linguistic differences and the influence they had on their reading of poetry in English revealed meaningful high percentages of agreement which prove that Saudi students were facing problems in all these areas. The analysis of the application of SFL based pedagogy for the Saudi students provided significant evidence that SFL was a useful theory of language which played a purposeful role in showing the architecture of the English language and provided the students with a decoding tool for interpretation.
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Bader, Britt-Marie. „Från tolk till att prata själv : En studie av SFI-studerandes erfarenheter av att delta i sina barns utvecklingssamtal“. Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-195944.

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Syftet med studien var att studera vårdnadshavare som samtidigt deltar i SFI-undervisning och deras erfarenheter av att delta i sina barns utvecklingssamtal i grundskolan. Studien utgick från följande frågeställningar om hur vårdnadshavares erfarenheter av utvecklingssamtal i grundskolan visar sig, beskrivna av dem själva, vilka möjligheter och hinder som vårdnadshavarna beskriver att de har erfarenheter av och vad har SFI-undervisningen betytt för vårdnadshavarna för att delta i sina barns utvecklingssamtal, enligt deras beskrivningar? Studiens teoretiska utgångspunkter är ett interkulturellt perspektiv och Systemic Functional Linguistics (SFL) och metodologiska utgångspunkter är semistrukturerade intervjuer och analyser av narrativer. Resultatet visar att gemensamt i berättelserna var att vårdnadshavarna först använde tolk i sina barns utvecklingssamtal men att när de började förstå svenska bättre så ville de hellre klara sig utan och fann strategier för det. Gemensamt var att fråga läraren eller ta hjälp av sina barn och en variation var att använda engelska eller att läraren hade samma modersmål som vårdnadshavaren. Möjligheter och hinder för att delta i utvecklingssamtalen varierade. Vårdnadshavarnas strategier möjliggjorde deltagandet. Hinder som visade sig var när läraren pratade fort och använde svåra ord, vilket samtidigt blev en möjlighet om läraren omvänt pratade långsamt, tydligt och med enkla ord. Resultatet gör synligt interkulturella förhållningssätt där deltagarna visar förståelse för varandras olika etniska bakgrund och kulturella skillnader, vilket kan ses som förutsättningar för tillitsfulla relationer och att våga fråga läraren. Vårdnadshavarnas vilja att klara sig själva är möjlig att förstå ur ett SFL-perspektiv där språket ska fungerar för att tolka upplevelser, skapa mening och kommunicera, vilket är drivkrafter för att lära sig språket. Resultatet visar inte att vårdnadshavarna gav SFI-undervisningen någon särskild betydelse för att delta i sina barns utvecklingssamtal. Däremot visade begränsat antal timmar i undervisningen och flertalet studieavbrott att det ledde till att andraspråksinlärningen drar ut på tiden, vilket går att förstå som svårigheter för att nå ett funktionellt språk.
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Hattingh, Nathalie. „A systemic functional analysis of two Truth and Reconciliation Commission testimonies: transitivity and genre“. Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2541_1361370387.

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This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from 
audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the 
actual online record in English is an accurate reflection of their stories.

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Anyona, Ondigi Evans. „Face-work and identities in a discussion about xenophobia“. Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/3994.

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Magister Artium - MA
International students arriving at the University of the Western Cape (UWC) from other African countries find themselves in a position of having to negotiate their identities and positions with their South African counterparts. The local students too are faced with the prospect of doing the same since they have to coexist with the former. This study aims to investigate how, in a discussion about xenophobia, a selection of UWC students perform face-work and negotiate or construct their identities as well as those of their coparticipants and position themselves in relation to each other. I was interested in exploring how the participants, who were representative of the two groups that clashed in the xenophobic attacks of 2008, would engage with each other while discussing this sensitive topic.The data was gathered during an open-ended discussion among four UWC postgraduate students in a casual, relaxed setting (my room on campus). The transcribed data was then analyzed using a combination of theoretical frameworks from Systemic Functional Linguistics (SFL) and Discourse Analysis. In particular, the SFL theory of modality(Halliday 1994) and Engagement (Martin and White 2005) and Goffman’s (1999[1967]) notion of face were used as tools of analysis.The analysis reveals that participants use a variety of linguistic choices and discourse strategies to maintain face during the discussion of this sensitive topic of xenophobia. The participants make an effort to take care of each other’s face (desires to be appreciated and left free of any imposition) and keep conflicts to a minimum even when they at times disagree and give incriminatory information about each other. It also reveals that the participants, in addition to maintaining face, also construct and negotiate identities which in turn help build in-group solidarity and provide a sense of belonging to them.
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Mohammed, Tawffeek Abdou Saeed. „A taxonomy of problems in arabic-english Translation: a systemic functional Linguistics approach Tawffeek abdou“. University of the Western Cape, 2011. http://hdl.handle.net/11394/4103.

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Annotation:
Philosophiae Doctor - PhD
Working with Arab students pursuing a degree in English Language and Translation at the Taiz University, Republic of Yemen, has brought to the researcher‟s attention a number of errors or problems encountered in Arabic to English translation. This study aims to investigate the problems encountered by student translators (STs), novice translators (NTs) as well as more experienced translators (Ts) while translating from Arabic into English. The study starts with the assumption that Arabic and English belong to different families of languages and thus there is rarely a word-for-word equivalence in both languages. The present study is cross-sectional in nature. It is based on empirical data collected from several categories of translators. In other words, the data was collected from fourth-year students in the department of English and Translation in the Faculty of Arts, Taiz University, as well as five NTs who have previously graduated from this department and are currently working in a number of accredited translation offices in Taiz. The study also investigates the challenges faced by Ts. For this purpose, a novel, a tourist brochure, an editorial, and three academic abstracts all translated by established publishing houses and translation centres in and outside Yemen are examined. These texts are analyzed to determine to what extent the problems faced by STs and NTs reoccur in published translations produced by Ts. For its conceptual framework, the study adopts an eclectic approach that does not stick rigidly to a particular paradigm but rather draws upon multiple linguistic and translation theories. However, it is mainly based on Halliday‟s Systemic Functional Grammar (SFG) and the problems have been classified along his taxonomy of meaning metafunctions into ideational, interpersonal and textual. Extra-textual problems are also analyzed. Several SFG-based translation models such as Hatim and Mason‟s (1990) sociometic model, House‟s (1977, 1997) translation quality assessment model, Hervey et al. (1992) register analysis model and Baker‟s (1990) equivalence model are also employed in the study to help the researcher examine the problems encountered in Arabic-English translation within those four categories. In addition, Nord‟s functional model to translation which is based on Skopos theory is also taken into consideration although to a minimum extent. In addition to the analysis of translations produced by various categories of translators, the study uses several triangulation research tools such as questionnaire, Thinking Aloud Protocols (TAPs), retrospective interviews, and classroom observation. These tools are employed to assist the researcher to identify the possible causes for the problems the STs, NTs, and Ts experience from the perspective of the participants themselves. The current translation programme at Taiz University is also analyzed to determine to what extent it contributes to the poor performance of the student translators and would-be translators. The study concludes that STs, NTs and even Ts encounter several problems at the ideational, interpersonal and textual levels. They also encounter problems at the extra-textual stratum. The study attributes these problems to structural and cultural differences between the two languages, the reliance on the dictionary rather than the meaning in use of lexical items, the differences in the cohesion and coherence systems of Arabic and English, the negligence of the role of context in translation as well as unfamiliarity with text-typologies and genre conventions. In other words, participants follow a bottom-up approach in translation and come close to the source text translating it literally. This approach is very damaging because it ignores the fact that the three metafunctions might be realized differently in the two languages. Furthermore, the study concludes that the manner in which translation is taught at Taiz University as well as the syllabus contribute mainly to the lack of translation competence of the student translators and would-be translators. The programme is inadequate and it needs urgent review and improvements. The present syllabus does not keep abreast with the latest theoretical and practical developments in the discipline of translation as well as neighbouring disciplines such as contrastive linguistics, text-analysis, discourse analysis, corpus linguistics and the like. As for methodology, the study concludes that it is the transmissionist (teacher-centred) teaching approach rather than the transformational (learner-centred) which is commonly used in teaching translation. As a result, the read-and-translate approach dominates the scene and no tasks, activities, or projects are given to the STs. The study provides some recommendations, which if implemented, can be useful in enabling Yemeni and Arab universities to improve the competence among student translators in order to improve translation teaching at academic level. A major contribution of this study is the description and classification of translation problems in Arabic-English translation on the basis of meaning systems. Unlike traditional descriptive error analysis, which is widely used to analyze the translation product, SFG-based text analysis provides a systematic description of translation problems which allows a precise articulation of the nature of problems that would otherwise be explained simply as translations which “sound unnatural or awkward” (Kim 2008; Yallop 1999). As far as the researcher knows, no study in the Arab world has yet tackled translation problems from this perspective. Other studies have tackled deviated forms produced by students or translators using an error analysis technique rather than a holistic approach based on solid theoretical knowledge. In other words, while most other studies focused on specific „errors‟ and error analysis and ended at that, the present study does not only looks at „errors‟ as „difference‟ (from contrastive analysis) but rather from several perspectives. It is also more comprehensive by triangulating several sources of data and pooling them together for a more informed understanding.
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Bücher zum Thema "Systemic functional linguistics (SFL)"

1

Eggins, Suzanne. Introduction to systemic functional linguistics. London: Pinter, 1994.

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Fontaine, Lise, Tom Bartlett und Gerard OGrady, Hrsg. Systemic Functional Linguistics: Exploring Choice. Cambridge: Cambridge University Press, 2013. http://dx.doi.org/10.1017/cbo9781139583077.

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An introduction to systemic functional linguistics. 2. Aufl. New York: Continuum, 2004.

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An introduction to systemic functional linguistics. London: Pinter Publishers, 1994.

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Kazuhiro, Teruya, und Lam Marvin, Hrsg. Key terms in systemic functional linguistics. London: Continuum, 2010.

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Halliday, M. A. K. 1925- und Webster Jonathan 1955-, Hrsg. Continuum companion to systemic functional linguistics. London: Continuum, 2009.

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Developing systemic functional linguistics: Theory and application. Sheffield, UK: Equinox, 2014.

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8

Fawcett, Robin P. An overview of cognitive systemic functional linguistics. Cardiff: The author, 1985.

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Bartlett, Tom, und Gerard O'Grady, Hrsg. The Routledge Handbook of Systemic Functional Linguistics. Milton Park, Abingdon, Oxon ; New York, NY : Routledge,: Routledge, 2017. http://dx.doi.org/10.4324/9781315413891.

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Matthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma und Isaac N. Mwinlaaru. Systemic Functional Insights on Language and Linguistics. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6.

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Buchteile zum Thema "Systemic functional linguistics (SFL)"

1

de Oliveira, Luciana C., und Mary A. Avalos. „Critical SFL Praxis Among Teacher Candidates: Using Systemic Functional Linguistics in K-12 Teacher Education“. In Educational Linguistics, 109–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_6.

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Moya Guijarro, A. Jesús, und José María González Lanza. „An interpersonal study of The Leading Hotels of the World. A systemic-functional social-semiotic approach“. In Studies in Functional and Structural Linguistics, 85–106. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/sfsl.68.04moy.

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Fattah, Ashraf, und Rashid Yahiaoui. „Systemic functional linguistics“. In The Routledge Handbook of Translation and Methodology, 190–206. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315158945-15.

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de Beaugrande, Robert. „Linguistics — systemic and functional“. In Reconnecting Language, 49. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cilt.154.05bea.

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Veisbergs, Andrejs. „Occasional and systematic shifts in word-formation and idiom use in Latvian as a result of translation“. In Studies in Functional and Structural Linguistics, 239–61. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sfsl.58.25vei.

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He, Qingshun, und Bingjun Yang. „Approaching Absolute Clauses from the SFL Perspective“. In Absolute Clauses in English from the Systemic Functional Perspective, 31–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46367-3_3.

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Wang, Bo, und Yuanyi Ma. „Applications of Systemic Functional Linguistics“. In Introducing M.A.K. Halliday, 165–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166696-6.

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Matthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma und Isaac N. Mwinlaaru. „Cognition in Systemic Functional Linguistics“. In Systemic Functional Insights on Language and Linguistics, 147–95. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_6.

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Matthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma und Isaac N. Mwinlaaru. „Systemic Functional Language Typology“. In Systemic Functional Insights on Language and Linguistics, 197–236. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_7.

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Matthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma und Isaac N. Mwinlaaru. „Computational Linguistics“. In Systemic Functional Insights on Language and Linguistics, 125–45. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_5.

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Konferenzberichte zum Thema "Systemic functional linguistics (SFL)"

1

Sudar, Sudar. „English Learning Process In The Vocational School Based On The Systemic Functional Linguistics (Sfl)“. In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.41.

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Zhu, Liping. „Explanation of Picture Language by Stratification of Systemic Functional Linguistics (SFL): tan90° as an Example“. In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.317.

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Kusumargono, Suyato, Ishak Abdulah, Ash’ari Djohar und Wahyu Sundayana. „Genre Based Inquiry Systemic Functional Linguistic (SFL GBI) to Improve Reading Comprehension Skills of Exposition Text“. In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.112.

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„Multidimensional Thinking of Systemic Functional Linguistics“. In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.012.

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Dongilli, Paolo, Sergio Tessaris und John Bateman. „Leveraging Systemic-Functional Linguistics to Enhance Intelligent Database Querying“. In Sixth International Conference on Intelligent Systems Design and Applications]. IEEE, 2006. http://dx.doi.org/10.1109/isda.2006.185.

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Hidayat, Raden Aulia Utami, und Eri Kurniawan. „Students’ Problems in Personal Letter Writing: A Systemic Functional Linguistic Perspective“. In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.030.

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Rimmer, Wayne. „The Role of Systemic Functional Linguistics in Pedagogy: A Case Study“. In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.33.

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Amrullah, Firda, Gusnawaty Gusnawaty und Abdul Hakim Yassi. „Hoax Detection Through Analysis of Modality: A Systemic - Functional Linguistics Study“. In 9th Asbam International Conference (Archeology, History, & Culture In The Nature of Malay) (ASBAM 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220408.108.

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Kurdali, Bader. „Across-disciplinary variations in the Writing of EFL Undergraduates A Systemic Functional Perspective“. In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31243.

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Mulyanti, Wida, und Pipit Prihartanti Soeharto. „Text Complexity in English Textbooks for Junior High School: A Systemic Functional Perspective“. In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.044.

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