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樊詩琪. "漢語語篇中主位推進模式理論研究 = A study of thematic progression theory in Chinese discourse." HKBU Institutional Repository, 2009. http://repository.hkbu.edu.hk/etd_ra/980.
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Gardner, Sheena F. "Parasyntax and the sentential level in axiomatic functionalism." Thesis, University of St Andrews, 1985. http://hdl.handle.net/10023/2877.
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This thesis is presented as a contribution to the St Andrews School of Linguistics, Axiomatic Functionalism, as developed by Mulder and Hervey. It is essentially a piece of Theoretical Linguistics which outlines an approach to the hitherto undeveloped areas of Parasyntax and the Sentential Level in Axiomatic Functionalism. The theoretical arguments are supported by descriptive hypotheses concerning the nature of Spoken English. These descriptions are corpus-based. The conclusion reached by the author is that not only are Parasyntax and the Sentential Level distinct in theory (this is axiomatic), but they are also distinct in their application as regards methodology and description. This conclusion will undoubtedly prove to be controversial in the light of recent developments in Axiomatic Functionalism concerning the Postulates in particular (of which the author was at the time of writing unaware), and in the light of other Functionalist approaches to the nature of intonation and sentences. It is anticipated that this thesis will be of value to those interested in Functionalism as well as those concerned with intonation and the levels of language beyond syntax.
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Law, Yee Wah Mary. "The study of register differentiation of two types of press text : opinion article & feature news." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/488.
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Sullivan, Michelle Thibault. "Communicative functions of echolalia in children with autism : assessment and treatment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069220.
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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.
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Silva, Teresa Maria Silva e. "Aspecto da anáfora encapsuladora em redações de estudantes universitários." Programa de Pós-Graduação em Letras e Linguística da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/10953.
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Esta pesquisa tem como propósito refletir sobre o fe nômeno da anáfora, tendo como recorte a anáfora encapsuladora, a partir do funcionamento de itens anafóricos identificados nos textos do gênero dissertativo. A presente investigação se apóia na Lingüística Textual, considerando os trabalhos já desenvolvidos pelos teóricos Apothéloz (1995), Marcuschi e Koch (2002) e Heine (2000). Esta hipótese de trabalho orienta-se por considerar o texto como objeto particular da investigação lingüística, por ser ele a forma específica de manifestação da linguagem. A anáfora encapsuladora nesse estudo será entendida como um tipo de expressão referencial que sumariza uma porção textual (ou o discurso) e não será considerada como um referente na acepção clássica, pontual que postula uma relação de correspondência entre itens textuais. Dessa forma, a anáfora no presente trabalho, tende a uma concepção mais ampla do termo anafórico, considerando que a anáfora encapsuladora recupera porções textuais que serão ou que já estão sinalizadas no co(n)texto. Assim, a anáfora encapsuladora pode ter seu funcionamento na rotulação, sumarização ou recuperação do discurso.
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Gao, Hua. "A cognitive-functional investigation of questions in Chinese." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3473790X.
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Ho, Miu-chun Michelle. "The application of systemic functional linguistics to teaching individual brief narrative speaking to junior secondary students Xi tong gong neng yu yan xue zai chu zhong ji shi duan jiang jiao xue de ying yong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37520350.
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Wong, Lai-wing. "The application of systemic functional linguistics to the teaching of evaluative writing at matriculation level Xi tong gong neng yu yan xue zai yu ke ping lun xie zuo jiao xue de ying yong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37609531.
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Chu, Wan-kam. "An evaluation of the genre approach to prose writing in matriculation level Chinese literature = Wen lei gong neng jiao xue fa yu yu ke Zhongguo wen xue ke san wen chuang zuo zhi ying yong ji xian zhi." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004001X.
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Serratrice, Ludovica. "The emergence of functional categories in bilingual first language acquisition." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/17548.
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This thesis is a case study on the emergence of functional categories in bilingual first language acquisition. The investigation focuses on the transition from one-word to multiword utterances and the shaping of functional projections of Determiner, Agreement and Tense and their associated formal features. The empirical basis of this work is a corpus of thirty-nine videorecorded observations of Carlo, an English-Italian bilingual child, during free-play sessions with an adult. Data was collected separately for English and Italian for a period of fifteen months from when the child was 1;10 until he was 3;1, and was then transcribed in CHAT format. Four interrelated lines of enquiry inform the analysis presented here. The principal research question concerns the acquisitional strategies adopted by C. in these early stages of development in the two languages. A bilingual child is the closest one can get to a perfect matched pair where a number of variables such as socio-cognitive development, socio-economic status, parents' education, etc. are eliminated, and the two main variables to be investigated are the child's two input languages. This is an ideal situation in which the respective roles of general acquisitional strategies and language particular ones can be teased apart. An analysis of the emergence of the morphosyntactic correlates of Determiner, Agreement and Tense categories in English and Italian reveals a discrepancy between the two languages in the age of acquisition, rate of acquisition and in the language-specific strategies the child adopts. The observation of a significant difference in C.'s acquisitional strategies in English and Italian leads us to the second and third research questions: the way in which the emergence of functional categories differs between the two languages, and the reasons why this should be the case. The most obvious difference is the extent to which morphological correlates of functional categories emerge in the child's speech. In Italian, verbal and nominal morphology emerges earlier than in English and, at least in the nominal system, there is evidence that an Agreement category is part of the child's grammar. In English, verbal morphology is virtually non-existent by the end of the period of observation, and there is no substantial evidence that either Agreement or Tense are realised. Lexically-specific, item-based learning plays a substantial role in both languages, but in Italian there is some evidence that a number of grammatical contrasts are becoming productive by age 3;0, albeit some of them are still limited to a small number of lexical items. Two reasons were identified for the observed differences in the emergence of Determiner, Agreement and Tense in English and Italian: a typological reason, and an environmental reason. The former concerns the richness of Italian morphology, where grammatical contrasts are transparently marked both on nominal and verbal paradigms, as opposed to the relative poverty of English morphology where such contrasts correlate less obviously ans systematically with morphophonological markers. The latter reason concerns the very different input conditions in which C. is exposed to Italian and English: Italian is the home language spoken to him by his family and his babsysitters, while he is addressed in English by the staff at the nursery where one adult is in charge of several children and cannot engage in the one-to-one interaction which is typical of the dyadic situation in which C. finds himself at home. The differences observed in the lead-lag pattern between C.'s Italian and his English also provide sufficient evidence to address the fourth research question concerning the separate developement of the two languages. The analysis of the data did not reveal any systematic interferences from one language to the other. On the contrary there is evidence that C. is sensitive to the different morphosyntactic cues of his two input languages, and that he can treat the two as independent, self-contained problem spaces.
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Sano, Motoki. "A linguistic exploration of persuasion in written Japanese discourse a systemic functional interpretation /." Access electronically, 2006. http://ro.uow.edu.au/theses/21.
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Gao, Hua, and 高華. "A cognitive-functional investigation of questions in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3473790X.
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Anstey, Matthew Philip. "The linguistic description and analysis of 2 Samuel 11-12 from the perspective of functional grammar in the tradition of Simon Dik." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
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Barreto, Eccia Alécia. "A expressão do aspecto habitual : um estudo na fala e na escrita de Itabaiana/SE." Pós-Graduação em Letras, 2014. https://ri.ufs.br/handle/riufs/5771.
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This study aims at identifying the traits and the contexts that characterize the habitual aspect occurrence in a sample of speech and writing Itabaiana/SE community in order to contribute to the aspectual descriptive model and support Portuguese language teaching. We begin with a compositional point of view, predicting the interaction between grammatical and lexical components for its expression. In addition, we propose a guided approach by American cognitive functionalism (BYBEE, 2010; GIVON, 2011) combined with the notion of aspectual gradience proposed by Bybee et al. (1994). We understand that linguistic phenomena are derived from cognitive processes and human communication occurs on the basis of experiments involving participants and non-homogeneous contexts (BYBEE, 2010). In order to investigate the traits and contexts that influence the use of habitual aspect within the samples, we controlled the linguistic factors as well as formal, cognitive and discursive character: I) aspectual modifier (presence or absence); II) aspectual traits: durativity [+ / - durative], dynamism [+ / - dynamic], homogeneity [+ /- homogeneous]; III) Vendler s actional classes + cognition + (activity, status, accomplishments, achievements and cognitive); IV) tense - imperfect, past perfect; and other tenses that proved to be relevant to compose the habitual aspect; V) verb: Simple or periphrastic; VI) gradations of modality: degree 1, degree 2, degree 3 and degree 4; VII) specification of reiteration: (+ / - specifiable); VIII) type of textual sequence: narrative, opinionated, descriptive texts and essays; VIX) discourse topic: intertopic level, inter-clausal level and intratopic level; X) agentivity: active and passive subjects. For the study proposed by us, we take the corpus of analysis the following databases: Itabaiana / SE s Intellectual Speakers (ARAUJO; BARRETO; FREITAG, 2012) and Itabaiana / SE s Narrative and Opinionated Texts Writing Database (ARAUJO; PEIXOTO; FREITAG, 2012), which are linked to the Group of Studies in Language, Interaction and Society (GELINS). Data were subjected to statistical analysis, from which we noted that arrangements traits are more prototypical to the expression of habitual aspect in Itabaiana / SE, what may present a proposal for gradience. Thus, 396 contexts of habituation were analyzed. The quantitative data suggest that there were changes in trajectories, which require stages with a reduced stability of the system as there are overlapping forms (PP and IP) that can perform the same function: the expression of habitual aspect. The quantitative results suggest a continuum of shapes PP and PI for the expression of habituation. Besides presenting some peculiarities, stative aspectual modifier + verb + PP update the habitual aspect, in which the situation is seen as unique and durative, uninterrupted in its duration, but being repeated indefinitely, taking into account that its last limits are not visible. Furthermore, the structures with action verbs + PI or aspectual modifier + nonstative verb + PI also update the habitual aspect, therefore, the situation is not perceived as unique, but as repeating indefinitely. Moreover, through Vendler s (1957) decomposition of aspectual classes, developed by Bertinetto (2001), we conclude that stative verbs promote the emergence of habitual aspect in interaction with PP due to its trait [- dynamic] and the presence of aspectual modifier. In contrast, action verbs promote the interaction with PI aspect and, in some cases, with the presence of an aspectual modifier because they share the trait [+ dynamic].O presente trabalho tem por objetivo identificar os traços e contextos que caracterizam a ocorrência do aspecto habitual, em uma amostra de fala e escrita da comunidade de Itabaiana/SE, a fim de contribuir para o modelo descritivo aspectual e subsidiar aplicações para o ensino de língua portuguesa. Partimos de uma visão composicional de aspecto, prevendo a interação entre componentes gramaticais e lexicais para a sua expressão. Propomos uma abordagem guiada pelo funcionalismo cognitivista norte-americano (BYBEE, 2010; GIVÓN, 2011), articulada com a noção de gradiência aspectual, proposta por Bybee et al. (1994). Assumimos a perspectiva de que os fenômenos linguísticos derivam de processos cognitivos e que a comunicação humana ocorre em função das experiências, que envolvem participantes e contextos não homogêneos (BYBEE, 2010). Para investigarmos os traços e contextos que influenciam o uso do aspecto habitual, dentro das amostras, controlamos os fatores linguísticos, de caráter formal, cognitivo e discursivo: i) modificador aspectual (presença ou ausência); ii) traços aspectuais: duratividade [+/ - durativo], dinamismo [+ / - dinâmico], homogeneidade [+ / -homogêneo]; iii) classes acionais de Vendler + cognição (atividade, estado, accomplishments, achievements e cognitivo); iv) tempo verbal pretérito imperfeito, pretérito perfeito; e outros tempos verbais que se mostraram relevantes para compor o aspecto habitual; v) forma verbal: simples ou perifrástica; vi) gradações de modalidade: grau1, grau 2, grau 3 e grau 4; vii) especificação da reiteração: (+ / - especificável); viii) tipo de sequência textual: narrativo, opinativo, dissertativo e descritivo; vix) tópico discursivo: nível intertópico, nível inter-oracional e nível intratópico; x) agentividade: sujeito ativo e sujeito passivo. Para o estudo que propomos, tomamos como corpus de análise os bancos de dados Falantes Cultos de Itabaiana/SE (ARAUJO; BARRETO; FREITAG, 2012) e Banco de Dados de Escrita Textos Narrativos e Opinativos (ARAUJO; PEIXOTO; FREITAG, 2012), da comunidade de Itabaiana/SE, vinculados ao Grupo de Estudos em Linguagem, Interação e Sociedade (GELINS). Os dados foram submetidos à análise estatística, a partir da qual evidenciamos quais arranjos de traços são mais prototípicos para a expressão do aspecto habitual na comunidade de Itabaiana/SE, podendo apresentar uma proposta de gradiência. Foram analisados 396 contextos de habitualidade. Os dados quantitativos sugerem as trajetórias de mudança que pressupõem estágios de menor estabilidade do sistema, na medida em que ocorre a sobreposição de formas (PP e PI) para o desempenho de uma mesma função: a expressão do aspecto habitual. Os resultados quantitativos sugerem um continuum das formas de PP e PI quanto à expressão da habitualidade. Além de apresentar algumas especificidades, como, por exemplo, modificador aspectual + verbo estativo + PP atualizam o aspecto habitual, em que a situação é vista como única e durativa, sem interrupções no seu tempo de duração, mas se repetindo indeterminadamente, já que os limites finais não são visíveis. Também as estruturas com verbos de atividade + PI ou modificador aspectual + verbo não estativo + PI também atualizam o aspecto habitual, fazendo com que a situação seja percebida não como única, mas como se repetindo indeterminadamente. Além disso, por meio da decomposição das classes aspectuais de Vendler (1957) elaborada por Bertinetto (2001), concluímos que os verbos estativos favorecem a emergência do aspecto habitual em interação com PP devido ao seu traço [ dinâmico] e pela presença do modificador aspectual. Em contrapartida, verbos de atividade favorecem o aspecto habitual em interação com PI e, em alguns casos, com a presença de um modificador aspectual, por compartilharem o traço [+ dinâmico].
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Ellis, Carla. "Die verwerwing van grammatikale geslag in tweedetaal Duits deur leerders met Afrikaans, Engels of Italiaans as eerstetaal." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6826.
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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: This thesis reports on an investigation into the acquisition of grammatical gender in second language (L2) German by learners with Afrikaans, English or Italian as their first language (L1). The aim of the study was to determine how similarities and differences between the L1 and L2 in terms of grammatical gender affect the acquisition of this aspect of the target L2. Previous research has shown that the L2 acquisition of grammatical gender is influenced by the morphological similarities and differences between gender marking in the L1 and L2 (see, for example, Sabourin, Stowe and De Haan 2006). Two experimental tasks were designed to determine to which extent the grammatical gender of nouns is accurately reflected on determiners and adjectives. Throughout, the L1 Italian group performed better than the other two groups. Since Italian (like German) expresses grammatical gender on determiners and nouns, while neither English nor Afrikaans does, the results indicate that the acquisition of grammatical gender in an L2 is easier for learners whose L1 also expresses grammatical gender.
AFRIKAANSE OPSOMMING: Hierdie tesis lewer verslag oor ’n ondersoek na die verwerwing van grammatikale geslag in Duits as tweedetaal (T2) deur volwasse beginnerleerders met Afrikaans, Engels of Italiaans as moedertaal (T1). Die doel van die ondersoek was om vas te stel hoe ooreenkomste en verskille tussen die T1 en T2 in terme van grammatikale geslag die verwerwing van hierdie betrokke aspek van die teikentaal beïnvloed. Vorige navorsing het bevind dat die T2-verwerwing van grammatikale geslag beïnvloed word deur die morfologiese ooreenkomste en verskille tussen geslagsmarkering in die T1 en T2 (sien byvoorbeeld Sabourin, Stowe en De Haan 2006). Twee eksperimentele take is ontwerp om vas te stel tot watter mate die grammatikale geslag van naamwoorde akkuraat uitgedruk word op determineerders en adjektiewe. Die T1 Italiaanse groep het deurgaans beter gevaar as die ander twee groepe. Aangesien Italiaans (soos Duits) grammatikale geslag uitdruk op determineerders en adjektiewe, terwyl dit nie die geval in Engels en Afrikaans is nie, dui die resultate daarop dat die verwerwing van grammatikale geslag in 'n T2 makliker is vir leerders wie se T1 ook grammatikale geslag uitdruk.
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Silva, Sofia Oliveira Pereira dos Anjos Coimbra da. "Considerações sobre a posição dos verbos na língua brasileira de sinais: uma análise descritiva a partir de diálogos entre surdos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/8558.
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This study presents a descriptive analysis of Libras about the position of verbs in the turns of a dialogue between deaf people. For this, we resorted to the descriptive analysis, recognizing the dialogical interaction as a textual instrument, and to the semantic-syntactic theoretical base to analyse the documented data, which allowed us to observe the relations between elements that predicate and the position of verbal predication in the analyzed turns. Our analysis favors the typological-functional view, once our hypothesis is that the position of verbs is preferred in certain texts for inherent pragmatic factors and not derived from an underlying basic order.Thus, we use the theoretical bases of prototypicality in the simple sentence composition and in the verb semantics suggested by Givón (2001), in order to analyze the documented data. In the dialogue the verbs present an ending position when the turns contain predications, when relating elements, that represent changing of location and aspectual and descriptive information of the entities. The verbs present a medial and initial position when such predications have the articulated base anchored to the body. Therefore, the position of the verb will follow accordingly the compositional mode of the predicate inserted in the turn. The position of the verbs in Libras is a consequence of the pragmatic influence upon the semantic and syntactic structure of the units presented in turns in the analyzed dialogue.
Este estudo apresenta uma pesquisa de análise descritiva da Libras acerca da posição dos verbos nos turnos de um diálogo entre surdos. Para isso, recorremos à análise descritiva, reconhecendo a interação dialogada como instrumento textual, e à base teórica semântico-sintática para analisar os dados documentados, que permitiu observar as relações entre elementos que predicam e a posição da predicação verbal nos turnos analisados. Nossa análise privilegia a visão tipológico-funcional, uma vez que nossa hipótese é de que a posição dos verbos é preferida em determinados textos por fatores pragmáticos inerentes e não derivada de uma ordem básica subjacente. Para tanto, nos valemos das bases teóricas de prototipicidade na composição sentencial simples e na semântica dos verbos sugerida por Givón (2001), a fim de analisar os dados documentados. No diálogo, os verbos apresentam posição final quando os turnos contêm predicações que, ao relacionar elementos, representam mudança de localização e informações aspectuais e descritivas das entidades. Os verbos apresentam posição medial e inicial quando tais predicações têm base articulatória ancorada ao corpo. Sendo assim, a posição do verbo seguirá o modo composicional do predicado inserido no turno. A posição dos verbos na Libras é uma consequência da influência pragmática sobre a estrutura semântica e sintática das unidades apresentadas por turnos no diálogo analisado.
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Ho, Miu-chun Michelle, and 賀妙珍. "The application of systemic functional linguistics to teaching individual brief narrative speaking to junior secondarystudents =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37520350.
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Liang, Yuan, and 梁源. "Dislocation in cantonese: sentence form, information structure, and discourse function." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244476.
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Leung, Ho Sze Louisa. "A functional analysis of the language of film reviews." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/107.
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Hinckfuss, Janice. "Rethinking English for academic purposes : towards a performance-centred pedagogy." Thesis, Department of Performance Studies, Faculty of Arts and Social Sciences, 2012. http://hdl.handle.net/2123/13290.
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Yang, Yilong Laura. "The analysis of interpersonal meaning of Barack Obama's presidential campaign speeches in 2012." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1368.
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Wong, Lai-wing, and 王麗榮. "The application of systemic functional linguistics to theteaching of evaluative writing at matriculation level =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37609531.
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Ouyang, Qian Hua. "Constructing a model for meaning-dimension interpreting quality assessment : from SFL perspective." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586547.
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Fukuhara, Midori. "Cohesion and participant tracking in Japanese an interpretation based on five registers /." Phd thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/82502.
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"May 2002"Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, Department of Linguistics, 2003.
Bibliography: p. 399-419.
Introduction -- Brief overview of above-clause analysis in Japanese -- Methodology and conventions of analysis -- Marco Polo text -- Bean Scattering Day text -- University lecture text -- Family conversation text -- Generalisation and a university tutorial text -- Conclusion.
This thesis is concerned with the construction of texture in Japanese, in particular with resources related to the general area of cohesion and particular aspects of participant tracking. An investigation is here presented as to the degree to which conventional views adequately represent Japanese in the light of authentic data. Such statements as "WA marks Given information", "GA marks New information", "zero is a pronoun in Japanese" are common throughout the literature characterising Japanese texts, but there is reason to believe that they stem, at least in part, from a naive transfer of English grammars, in particular, those with a narrow focus on the sentence. This thesis proposes a new framework for the description of Japanese; and in this proposal, an essential dimension is a detailed account of relevant contextual factors, both linguistic and nonlinguistic. The aim is to offer a description of Japanese more defensible to Japanese speakers, that is, to represent Japanese "in its own terms". -- Chapter 1 sets out problems and issues in the related literature on Japanese cohesion. It also addresses issues that are seen to be most pressing in relation to the description of Japanese. The chapter gives a brief account of the resources for cohesion and referential tracking and the particular deployment in Japanese, so that it offers a provisional account of the meaning potential for Japanese speakers. -- Chapter 2 reviews several standard treatments of cohesion and participant tracking in Japanese. This review is organised around two different kinds of resources, that is, those pre-predicate elements (such as WA, GA and other particles), and those post-predicate elements (such as conjunctive particles and certain sentence final expressions). -- Chapter 3 explains the method undertaken here and the conventions of analysis employed in subsequent desclipiions of texts from five separate contexts. Methods are set so as not only to view choices synoptically, but also to try to give careful description of choices in the logogenetic reality of text. That means the choices are viewed as being available to the speaker, writer or reader, as they unfold in text time. -- In each of Chapters 4,5,6 and 7, one of the following four texts, a (1) Marco Polo Text, (2) Bean Scattering Day Text, (3) University Lecture Text and (4) Family Conversation Text, is analysed and discussed in detail. The texts are chosen for the detailed examination of four different registers, representing a continuum from most written-like to most spoken-like, as well as continua of other kinds (like hierarchically differentiated social distance and formality differentiated). Each chapter has two major components, the first of which looks at subject realisations from the perspective of referential progression, and the second of which looks at the text from the perspective of subjectJreferent sequencing. Furthermore, these issues concerning subject are mapped against the macro structures individually for the three "writerly" texts (Texts (1) - (3)). -- In Chapter 8, generalisations are proposed, based on the results of the investigations of these four texts; and then, those principles, as they have emerged from the preceding arguments, are tested on a further study: (5) the University Tutorial Text, a text which combines characteristics across the continuum from most written to most spoken. (It is both strongly dialogic as well as involving sustained spoken 'turns'.) In Chapter 9, findings of the analytical chapters are further distilled. The outline for a new, although provisional, model of cohesion in Japanese is set out. These findings suggest future directions for research projects as well.
Mode of access: World Wide Web.
xix, 591 p
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Silva, Adriana Aparecida da [UNESP]. "As orações principais em construções completivas do português: uma contribuição para o ensino." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/136078.
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000854833.pdf: 2432185 bytes, checksum: fa3bd552598ced38c38a3ca97848c830 (MD5)Neste trabalho apresentamos uma proposta didático-pedagógica para o tratamento das orações principais em períodos compostos por subordinação (construções completivas). Investigamos o tratamento dado às orações principais em livros didáticos, partindo-se da premissa de que há uma deficiência na abordagem destas orações, uma vez que são focalizadas apenas as orações subordinadas (quanto à função sintática que exercem em relação à oração principal). A motivação para essa pesquisa é a problemática que envolve o ensino de gramática nas salas de aula. Para desenvolver nossa análise, organizamos um córpus formado por livros didáticos mais antigos (anteriores aos PCN) e outros mais atuais (posteriores aos PCN), buscando demonstrar que houve uma melhora na elaboração de atividades destinadas ao estudo das orações subordinadas substantivas, embora ainda encontremos modelos presos à análise tradicional. A partir de uma abordagem funcionalista da língua, com base em estudos de Castilho (2012) e Neves (2001), discutimos o estatuto semântico-pragmático dessas orações, propondo uma abordagem mais significativa da sintaxe em sala de aula
In this work, we present a didactic-pedagogic proposal for the treatment of main clauses in subordinate sentences (completive constructions). We investigated the treatment given to main clauses in textbooks, starting from the premise that there is a deficiency in addressing these sentences, since textbooks are focused only on subordinate clauses (concerning the syntactic function they fulfill in relation to the main clause).This research was motivated by problems related to grammar teaching in the classroom. To develop our analysis, we organized a corpus made up of older textbooks (previous to PCNs) and other more current (after to PCNs), in order to to demonstrate that there was an improvement in the development of activities designed to study the substantive subordinate clauses, although we still find models stuck to traditional analysis. From a functionalist approach to language, based on studies of Castilho (2012) and Neves (2001), we discussed the semantic-pragmatic status of main clauses in complex sentences, proposing a more meaningful approach to syntax in the classroom
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Fukuhara, Midori. "Cohesion and participant tracking in Japanese : an interpretation based on five registers /." Online version, 2002. http://bibpurl.oclc.org/web/33300.
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Silva, Adriana Aparecida da. "As orações principais em construções completivas do português : uma contribuição para o ensino /." Assis, 2015. http://hdl.handle.net/11449/136078.
Full textAbstract:
Orientadora: Angélica Terezinha Carmo RodriguesBanca: Ana Carolina Sperança Criscuolo
Banca: Cristina dos Santos Carvalho
Banca: Odilon Helou Fleury Curado
Resumo: Neste trabalho apresentamos uma proposta didático-pedagógica para o tratamento das orações principais em períodos compostos por subordinação (construções completivas). Investigamos o tratamento dado às orações principais em livros didáticos, partindo-se da premissa de que há uma deficiência na abordagem destas orações, uma vez que são focalizadas apenas as orações subordinadas (quanto à função sintática que exercem em relação à oração principal). A motivação para essa pesquisa é a problemática que envolve o ensino de gramática nas salas de aula. Para desenvolver nossa análise, organizamos um córpus formado por livros didáticos mais "antigos" (anteriores aos PCN) e outros mais atuais (posteriores aos PCN), buscando demonstrar que houve uma melhora na elaboração de atividades destinadas ao estudo das orações subordinadas substantivas, embora ainda encontremos modelos presos à análise tradicional. A partir de uma abordagem funcionalista da língua, com base em estudos de Castilho (2012) e Neves (2001), discutimos o estatuto semântico-pragmático dessas orações, propondo uma abordagem mais significativa da sintaxe em sala de aula
Abstract: In this work, we present a didactic-pedagogic proposal for the treatment of main clauses in subordinate sentences (completive constructions). We investigated the treatment given to main clauses in textbooks, starting from the premise that there is a deficiency in addressing these sentences, since textbooks are focused only on subordinate clauses (concerning the syntactic function they fulfill in relation to the main clause).This research was motivated by problems related to grammar teaching in the classroom. To develop our analysis, we organized a corpus made up of older textbooks (previous to PCNs) and other more current (after to PCNs), in order to to demonstrate that there was an improvement in the development of activities designed to study the substantive subordinate clauses, although we still find models stuck to traditional analysis. From a functionalist approach to language, based on studies of Castilho (2012) and Neves (2001), we discussed the semantic-pragmatic status of main clauses in complex sentences, proposing a more meaningful approach to syntax in the classroom
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McAndrew, Paula. "Investigating casual conversation: a systemic functional linguistic and social network model of analysing social reality." Australia : Macquarie University, 2002. http://hdl.handle.net/1959.14/44619.
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"November 2001".Thesis (PhD)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2002.
Bibliography: p. 285-291.
Introduction -- Language from a systemic functional perspective -- Social networks: a review of literature relevant to the Scotland Island study -- Methodology -- Analysing relational ties: a social network perspective -- A systemic functional approach to analysing social reality -- Discussion and conclusion.
This research is concerned with the study of language and the social order. Working within the systemic functional theory of language, and utilising the concept of a social network to model the social order, the primary aim is to put on display the relationship between the linguistic system and social order, between language and culture. Systemic functional grammar (Halliday, 1995; Halliday and Hasasn, 1985/9; Halliday and Matthiesen, 1997; Eggins and Slade 1997), with its emphasis on language as a social semiotic, is used to analyse the language used by a group of four women engaged in casual conversation in a small Australian island community. Here the analysis reveals how the women negotiate their social reality when speaking to each other. It shows how their social relations are shaped within a text (Hasan, 1996), and explores the notion that, despite the seemingly trivial, unconscious nature of casual interactions, power and solidarity are continually being negotiated by the participants (Halliday, 1994; Eggins and Slade, 1997). More specifically, this research examines the notion that through lexico-grammatical and semantic selections participants are able to negotiate dominant positions in interaction. Social Network analysis has been used to examine the relationship between the individual and the group. It offers a quantifiable analytical tool for describing the character of an individual's everyday social relationships (Milroy, 1987). A social network analysis is used in the present study to map the social relationships in the tight-knit network, or speech fellowship, of these women (creating a map of the context of situation in SFL terminology). Change in the social relationships and language choices is modeled by revisiting the participants 15 months later in a contextually similar environment and re-analysing the network and linguistic options. Systemic functional linguistics is then used to highlight the interdependency of language and social order. Through systematic accounts of language and the context in which it is embedded this reciprocal nature is displayed and language and social order can be seen, not as two distinct entities, but rather as one phenomena seen from two different perspectives (Halliday, 1978; Mathiessen, 1993).
Mode of access: World Wide Web.
v, 291 p. ill
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Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs : a social semiotic perspective." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.
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The thesis extends the use of systemic functional linguistics (SFL) to describe and analyse the semiotic systems beyond language by providing a detailed and systematic approach to the description of multimodal hypertext systems. The thesis uses a social semiotic approach to the text in order to develop an analytical framework for the description of hypertext through the two dimensions of rank and metafunction. This approach is employed to describe, assess and evaluate the pathways that student user groups construct using hypertext resources during a task-based information search session. The resources realised at the ranks of element, screen and pathway are described across four metafunctions: Representational, Interactive, Compositional and Logical. The data which forms the basis of the thesis was collected from a Year 4-5-6 classroom in a primary school in Sydney, Australia. The substantive contributions of this thesis detail the resources of the hypertext analytical framework.
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Castineira, Benítez Teresa Aurora. "Exploring political, institutional and professional discourses in Mexico a critical, multimodal approach /." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/70422.
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Oliveira, Ana Paula de [UNESP]. "A relação adverbial temporal na lusofonia sob a perspectiva da gramática discursivo-funcional." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/108943.
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000723026.pdf: 485630 bytes, checksum: 47cf773e7614b8c4debc2f0fdec8263f (MD5)Este estudo trata da relação temporal na lusofonia e tem por objetivo central fornecer uma descrição dessa categoria semântica, morfossintaticamente expressa por advérbios, sintagmas ou orações. A fim de cumprir nosso objetivo, tomamos como base a perspectiva teórica da Gramática Discursivo-Funcional, desenvolvida por Hengeveld & Mackenzie (2008), a partir do modelo da Gramática Funcional de Dik (1989, 1997a, 1997b). O universo de investigação desta pesquisa é constituído por ocorrências reais de uso extraídas do corpus “Português oral”, elaborado pelo Centro de Linguística da Universidade de Lisboa, em parceria com outras duas universidades. Essas ocorrências são, por sua vez, submetidas a uma série de parâmetros de análise que perpassam os quatro níveis de análise propostos pela Gramática Discursivo-Funcional: Interpessoal, Representacional, Morfossintático e Fonológico. Os resultados mostram que o Tempo Absoluto ocorre com muito mais frequência do que o Tempo Relativo e, além disso, a codificação de ambos se dá, preferencialmente, por meios não-oracionais, isto é, por Palavras e Sintagmas. Além disso, o Tempo absoluto expressa relações simultâneas entre o evento e a expressão temporal, enquanto o Tempo relativo codifica relações de anterioridade e posterioridade temporal. Dessa forma, como a teoria da Gramática Discursivo-Funcional entende que expressões temporais absolutas podem ocupar a posição de modificador na camada do Episódio e expressões temporais relativas ocupam essa mesma posição na camada do Estado-de-Coisas, em português, relações de simultaneidade expressam-se na camada do Episódio e relações de anterioridade e posterioridade expressamse na camada do Estado-de-Coisas
This study is proposed to investigate the temporal relationship in Lusophone and aims to provide a central description of this semantic category, morphosyntactically expressed by adverbs, phrases or clauses. In order to accomplish our object, we take as basis the theoretical perspective of Functional Discourse Grammar, developed by Hengeveld & Mackenzie (2008), from the model of Functional Grammar Dik (1989, 1997a, 1997b). The research universe consists of actual occurrences extracted from the corpus “Português Oral”, organized by the Linguistics Centre of University of Lisbon, in partnership with two other universities. These occurrences were subjected to a number of parameters, which pervade the four levels of analysis proposed by the Functional Discourse-Grammar: Interpersonal, Representational, Morphosyntactic and Phonological. The results show that Absolute Time occurs much more frequently than Relative Time and, in addition, the dominant strategy of coding in both types are non-clausal means, that is, words and phrases. Furthermore, absolute Time expresses a simultaneous relation between the event and temporal expression, while relative Time encodes anteriority and posteriority relations. Therefore, as the theory of Functional Discourse-Grammar understands that absolute temporal expressions can occupy modifier position at Episode layer and relative temporal expressions occupy this same position at Stateof-affairs layer, in Portuguese, simultaneity takes place at Episode layer; anteriority and posteriority takes place at State-of-affairs layer
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Baitsewe, Ruth Kelebilemang. "Die leserspersona in vyf Afrikaanse MIV/vigs-brosjures." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2785.
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Thesis (MA (Afrikaans and Dutch))—University of Stellenbosch, 2005.The question about how the reader persona is realised in HIV/AIDS documents, how readers appreciate this persona, as well as what effect it has on the eventual text appreciation occurred as a direct result of Claatje ter Hoeven’s study, “Auteurs- en lezersrollen in wervende tekste: Drie deelstudies naar personae in Zuid-Afrikaanse bankbrochures” (2002).
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Silva, Maria Piedade Teodoro da. "Proposta de um modelo teórico para o ensino de texto dissertativo-argumentativo para alunos do Ensino Médio: um enfoque da Linguística Sistêmico-Funcional." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20635.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The purpose of this thesis is the delineation of a diagnosis based on the examination of the unit of structure and texture of the argumentative-dissertative essay (ADTs), written by High School students and the ones in preparatory course. In light of the recent literature on the production of this type of text, mapping the areas of mismatch between the suggestions of this literature on the ADT and the effective accomplishment of this type of text by the candidate. The diagnosis should allow the development of a framework that provides teachers with resources that can guide students to write texts that meet the expectations of the academic audience in terms of both structure and language requirements. The difficulty that writing production represents for most students, at all levels of education, is present in the discourse of teachers from the most divergent areas. As for the high school students, as well as the university ones, this difficulty relies on the writing of ADT - the type of text requested for the students, but in which they, according to research, find it difficult to argue, discuss and persuade. For the executive secretary of MEC, Maria Helena Guimarães de Castro, the writing relates to the language performance. With the basic support of Systemic Functional Linguistics - a multiperspective model, designed to give analysts complementary lenses for the interpretation of the language in use. This thesis examines interpersonal aspects related to gender structure - with its stages and purposes, as well as the texture of the ADT, focusing on the lexicalgrammatical choices of the text (cohesion, coherence, modality and evaluation). The research should answer the following questions: (a) What are the interpersonal resources that affect the success of producing an ADT? (b) What role does the gender structure unit play in this issue? and the texture unit? The diagnosis should allow the development of a framework that provides teachers with resources that can guide students to write texts that meet the expectations of the academic audience in terms of both structure and language requirements
O objetivo desta tese é o delineamento de um diagnóstico baseado no exame da unidade de estrutura e de textura de textos dissertativo-argumentativos (TDAs) redigidos por alunos do Ensino Médio e vestibulandos para, à luz da literatura recente sobre a produção desse tipo de texto, mapear as zonas de desencontro entre as sugestões dessa literatura sobre o TDA e a efetiva realização desse tipo de texto pelo candidato. O diagnóstico deve permitir a elaboração de um enquadre que forneça aos professores recursos capazes de guiar os estudantes a escrever textos que satisfaçam as expectativas da audiência acadêmica tanto em termos de estrutura quanto de requisitos linguísticos. A dificuldade que a produção escrita representa para a maioria dos estudantes, em todos os níveis de ensino, está presente no discurso dos professores das mais diversas áreas. Quanto aos alunos do Ensino Médio bem como da universidade, essa dificuldade recai, especialmente, sobre a redação do TDA – o tipo de texto mais solicitado a esses alunos, mas em que eles, segundo pesquisas, encontram dificuldade em arguir, discutir, avaliar com competência e persuasão. Para a secretária executiva do MEC, Maria Helena Guimarães de Castro, a redação está ligada ao desempenho em linguagens. Com o apoio básico da Linguística Sistêmico-Funcional - um modelo multiperspectivo, designado a dar aos analistas lentes complementares para a interpretação da língua em uso. – esta tese examina aspectos interpessoais referentes à estrutura de gênero – com seus estágios e finalidades, bem como à textura dos TDA, focalizando as escolhas léxicogramaticais do texto (coesão, coerência, modalidade e avaliatividade). A pesquisa deve responder às seguintes perguntas: (a) Quais são os recursos interpessoais que afetam o sucesso da produção de um TDA? (b) Que papel tem a unidade de estrutura de gênero nessa questão? e a unidade de textura? O diagnóstico deve permitir a elaboração de um enquadre que forneça aos professores recursos capazes de guiar os estudantes a escrever textos que satisfaçam as expectativas da audiência acadêmica tanto em termos de estrutura quanto de requisitos linguísticos
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Christianopoulos, Victor Steve. "A media discourse analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014615X.
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Chu, Wan-kam, and 朱韻琴. "An evaluation of the genre approach to prose writing in matriculation level Chinese literature =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B4004001X.
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Oliveira, Ana Paula de. "A relação adverbial temporal na lusofonia sob a perspectiva da gramática discursivo-funcional /." São José do Rio Preto, 2013. http://hdl.handle.net/11449/108943.
Full textAbstract:
Orientador: Erotilde Goreti PezattiBanca: John Lachlan Mackenzie
Banca: Sanderléia Roberta Longhin
Resumo: Este estudo trata da relação temporal na lusofonia e tem por objetivo central fornecer uma descrição dessa categoria semântica, morfossintaticamente expressa por advérbios, sintagmas ou orações. A fim de cumprir nosso objetivo, tomamos como base a perspectiva teórica da Gramática Discursivo-Funcional, desenvolvida por Hengeveld & Mackenzie (2008), a partir do modelo da Gramática Funcional de Dik (1989, 1997a, 1997b). O universo de investigação desta pesquisa é constituído por ocorrências reais de uso extraídas do corpus "Português oral", elaborado pelo Centro de Linguística da Universidade de Lisboa, em parceria com outras duas universidades. Essas ocorrências são, por sua vez, submetidas a uma série de parâmetros de análise que perpassam os quatro níveis de análise propostos pela Gramática Discursivo-Funcional: Interpessoal, Representacional, Morfossintático e Fonológico. Os resultados mostram que o Tempo Absoluto ocorre com muito mais frequência do que o Tempo Relativo e, além disso, a codificação de ambos se dá, preferencialmente, por meios não-oracionais, isto é, por Palavras e Sintagmas. Além disso, o Tempo absoluto expressa relações simultâneas entre o evento e a expressão temporal, enquanto o Tempo relativo codifica relações de anterioridade e posterioridade temporal. Dessa forma, como a teoria da Gramática Discursivo-Funcional entende que expressões temporais absolutas podem ocupar a posição de modificador na camada do Episódio e expressões temporais relativas ocupam essa mesma posição na camada do Estado-de-Coisas, em português, relações de simultaneidade expressam-se na camada do Episódio e relações de anterioridade e posterioridade expressamse na camada do Estado-de-Coisas
Abstract: This study is proposed to investigate the temporal relationship in Lusophone and aims to provide a central description of this semantic category, morphosyntactically expressed by adverbs, phrases or clauses. In order to accomplish our object, we take as basis the theoretical perspective of Functional Discourse Grammar, developed by Hengeveld & Mackenzie (2008), from the model of Functional Grammar Dik (1989, 1997a, 1997b). The research universe consists of actual occurrences extracted from the corpus "Português Oral", organized by the Linguistics Centre of University of Lisbon, in partnership with two other universities. These occurrences were subjected to a number of parameters, which pervade the four levels of analysis proposed by the Functional Discourse-Grammar: Interpersonal, Representational, Morphosyntactic and Phonological. The results show that Absolute Time occurs much more frequently than Relative Time and, in addition, the dominant strategy of coding in both types are non-clausal means, that is, words and phrases. Furthermore, absolute Time expresses a simultaneous relation between the event and temporal expression, while relative Time encodes anteriority and posteriority relations. Therefore, as the theory of Functional Discourse-Grammar understands that absolute temporal expressions can occupy modifier position at Episode layer and relative temporal expressions occupy this same position at Stateof-affairs layer, in Portuguese, simultaneity takes place at Episode layer; anteriority and posteriority takes place at State-of-affairs layer
Mestre
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Lo, Yim-mei, and 盧艷媚. "The effectiveness of genre approach to teaching expository writing to junior-secondary school students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30290284.
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Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs a social semiotic perspective /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.
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Thesis (Ph.D.)--University of Western Sydney, 2007.A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy to the, College of Arts, School of Humanities and Languages, University of Western Sydney. Includes bibliographical references.
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Englebert, Annick. "Analyse sémantique et fonctionnelle du "petit mot" DE: étude synchronique et diachronique." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213412.
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Kilpert, Diana Mary. "Language and value : the place of evaluation in linguistic theory." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002635.
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It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.
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Siebörger, Ian. "Literacy, orality and recontextualization in the parliament of the Republic of South Africa : an ethnographic study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1016140.
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In parliaments, the tasks of drafting legislation and conducting oversight are accomplished by means of complex chains of spoken, written and multimodal texts. In these genre chains, information is recontextualized from one text to another before being debated in sittings of the houses of parliament. This study employs the point of view afforded by linguistic ethnography to investigate critically the ways in which meanings are recontextualized in one section of such a genre chain, namely the process by which committees of South Africa's National Assembly oversee the budgets of government departments and state-owned entities. It does this to identify possible sources of communication difficulties in this process and suggest ways in which these can be minimized. In so doing, it develops a theoretical model of the discursive effects of recontextualization informed by Latour's (1987) notion of black-boxing as well as Maton's (2011) Legitimation Code Theory. This model uses Interactional Sociolinguistics and elements of Systemic Functional Linguistics, including APPRAISAL and Transitivity as tools to describe the realization of these effects in language. This study finds that ideational and interpersonal meanings are condensed and decondensed at particular points in the genre chain in ways that lead to some MPs’ voices being recontextualized more accurately than others’. It also shows that common sources of communication difficulties in the committee process include differences in political background and understandings of committee procedure and participant roles. It recommends that representatives of departments and entities reporting to the committees should receive a fuller prebriefing on their roles; that MPs should receive training on asking clear, focused questions; and that the role of committee secretaries as procedural advisors should be strengthened.
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Patpong, Pattama. "A systemic functional interpretation of Thai grammar an exploration of Thai narrative discourse /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/23285.
Full textAbstract:
Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.Bibliography: p. 742-762.
Systemic functional linguistics as a framework for description -- An overview of the grammar of Thai -- Textual clause grammar: the system of THEME -- Interpersonal clause grammar: the system of MOOD -- Experiential grammar at clause rank: the system of TRANSITIVITY -- Thai narrative register: context, semantics and lexicogrammatical profiles -- Conclusions.
This research is a text-based study of the grammar of standard Thai, based on systemic functional linguistics. It is the first attempt to explore Thai in systemic functional terms, that is with the account of the grammar of Thai being interpreted as resource for making meaning that is part of language as a higher-order semiotic system. This account utilizes a corpus-based methodology and explores extensive evidence from natural narrative texts, specifically fourteen Thai folk tales. This systemic functional interpretation of Thai is also supported by an investigation of other text types (See Chapter 2). The research has both intermediate and long term implications. The description itself will be a resource for the Thai community and it will also contribute to the growing area of linguistic typology based on systemic descriptions. The long term implication of the research is that the description will be used as a model for text-based research into minority languages in Thailand. -- There are two introductory chapters to the study. The first chapter discusses some general issues concerned with systemic functional theory and data used in the development of the description of the grammar of Thai. The second chapter is a preview chapter which provides an overview of the grammar of Thai in terms of three strands of meaning: textual, interpersonal, and the experiential mode of ideational meanings. The systemic functional interpretation is based on an exploration of a number of texts with a wide generic spread (e.g. news reports, topographic texts, encyclopedia, and television interview). -- Chapter 3 to Chapter 7 constitute the main body of the thesis. Chapter 3 deals with the textual metafunction: it explores the THEME system as the enabling resource for the clause grammar for presenting interpersonal and experiential meanings as a flow of information in context. Chapter 4 is concerned with the interpersonal metafunction. It is focused on exploring the MOOD system, that is, the resource of clause grammar for enacting social roles and relationships in an exchange. Chapter 5 is concerned with the experiential mode of the ideational metafunction: it investigates the TRANSITIVITY system, which is the resource of the clause grammar for construing our experience of the world around and inside us. As this thesis is based mainly on narrative discourse, Chapter 6 profiles Thai narratives in terms of context, semantics, and lexicogrammar. Firstly, at the context stratum, the chapter describes the generic structure potential of Thai folk tales. Secondly, the chapter describes the realization of this generic structure by semantic properties. Finally, the chapter is concerned with quantitatively exploring the narratives on the basis of clause-rank systems, at the stratum of lexicogrammar, across the metafunctional spectrum midway up the cline of instantiation. In the final chapter, the study concludes by summarizing the preceding chapters, pointing out research implications and limitations, and suggesting some areas for further studies.
Mode of access: World Wide Web.
xxxv, 762 ill. +
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De, Kock Annemarie. "Catullus se Carmina in Afrikaans vertaal : 'n funksionalistiese benadering /." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2552.
Full text
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Full textAbstract:
The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Full textAbstract:
Doctor of PhilosophyThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
Full text
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Kim, Mira. "A discourse based study on Theme in Korean and textual meaning in translation." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/13281.
Full textAbstract:
Thesis by publication.Thesis (PhD)--Macquarie University, Department of Linguistics.
Includes bibliographical references.
Introduction -- Translation error analysis: a systemic functional grammar approach -- Systemic functional approach to the issues of Korean theme study -- A corpus based study on the system of THEME in Korean -- Using systemic functional text analysis for translator education: an illustration with a foucus on the textual meaning -- Readability analysis of community translation: a systemic functional approach -- Conclusion.
Most linguistic communities have textual resources for organizing experiences into coherent text. The way that the resources are used may not be the same but vary from one language to another. This variation can be a source of translation difficulty in rendering a natural-reading translation. This thesis investigates the question of how the choices of Theme, which is one of the main textual resources, have an impact on textual meaning in translation between English and Korean. -- The premise underlying the study is that a translation that is not inaccurate in lexical choices may still read as unnatural to the target readers if a careful consideration is not given to Theme choices at the clause level and Thematic development at the text level in the source and target texts. This assumption is derived from systemic functional linguistic (SFL) theory, which postulates that Theme at the clause level plays a critical role in constructing a text into a coherent linear whole at the text level. This brings in another equally important question of the study: how Theme works in Korean. No research has been done to investigate the system of THEME in Korean from a systemic functional point of view or on the basis of extensive discourse analysis across a range of registers. Therefore, this study investigates the THEME system in Korean using a corpus consisting of a number of authentic Korean texts in three different text types. -- These two coherent questions are investigated in five self-contained journal articles included in the thesis. Two of them have been published (Chapters 2 and 5), one has been submitted for publication (Chapter 6) and the other two will be submitted (Chapters 3 and 4). The journal article format for thesis has recently been introduced at Macquarie University as an approved alternative to the traditional thesis structure.
Chapter 1 introduces a number of preliminary issues for, and information relevant to, the study such as research questions and background, the corpus, the underlying theoretical assumption and anticipated contributions to this area of research. Chapter 2 is a report of a pilot-project that motivated the current study. It discusses how to use text analysis based on systemic functional grammar to analyze translation errors/issues and provides systematic explanations relating to such issues. Chapter 3 reviews issues that have been raised by Korean linguists in relation to the study of Theme in Korean and provides suggestions on how to resolve these issues drawing on systemic functional theory. Chapter 4 describes the features of Korean THEME system based on the analysis of clausal Themes and thematic development of 17 texts of the corpus. Chapter 5 is a discussion about the pedagogical efficiency of using systemic functional text analysis for translator education with a particular emphasis on the textual meaning in translation. Chapter 6 attempts to analyze the readability issue of community translations in Australian context. Chapter 7 concludes the thesis with a number of suggestions for further study. --As the research investigates the question of textual meaning in translation, which has not been rigorously studied, and the question of Theme in Korean, which has never been studied on the basis of a corpus and of discourse analysis, it is anticipated that this work will make considerable theoretical and practical contributions in both fields.
Mode of access: World Wide Web.
xiv, 329 leaves ill. (some col.)
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Stark, Sara. "Grammatiken i praktiken : Om gymnasieelevers förmåga att tillämpa grammatiska kunskaper i muntlig kommunikation." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-372.
Full textAbstract:
This paper sets out to examine to what extent French grammar teaching contributes to the students’ practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey. 52 questionnaires have been completed and 6 High School students’ interviews have been carried out. Only 15 % of the surveyed students state that they completely approve with the statement that they can apply their grammatical knowledge in oral production. This shows that the teaching of grammar seems to contribute to the students’ oral skills to a relatively small extent. The result also suggests that there is a larger emphasis on theoretical explanations than on practice in grammar teaching. One of the problems seems to be that the practicing of grammar mainly is in written form. To reach the aims for communicative skills set in the syllabi for modern languages a functional method is suggested, which emphasises on meaning and includes oral practice of grammar.
Detta examensarbete syftar till att undersöka i hur stor utsträckning grammatikundervisningen i franska bidrar till elevernas muntliga, praktiska, förmåga. Är eleverna förtrogna med det grammatiska systemet i franska utan att kunna tillämpa det muntligt i praktiken? Uppsatsen innehåller en teoretisk bakgrund samt en empirisk undersökning. En kvantitativ och en kvalitativ metod har tillämpats i den empiriska undersökningen. 52 enkäter har besvarats och 6 djupintervjuer med gymnasieelever i franska har genomförts. Enkätresultaten visade att endast 15 % av de tillfrågade instämde helt i påståendet att de kunde tillämpa grammatiska kunskaper i muntlig produktion. Grammatikundervisningen verkar således bidra till elevernas muntliga förmåga i relativt liten grad. Resultaten talar också för att teoretiska förklaringar ges större utrymme än praktiken i grammatikundervisningen. Ett problem tycks vara att praktiken av grammatiken huvudsakligen sker skriftligt. För att uppnå den kommunikativa förmåga kursplanerna i moderna språk eftersträvar föreslås en funktionell metod där meningsskapande står i fokus och den muntliga praktiken av grammatiken inte förbises.
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Andrade, Evanilson da Silva. "O uso dos conectores em textos dissertativo-argumentativos de alunos do ensino médio de uma escola pública de Manaus." Universidade Federal do Amazonas, 2012. http://tede.ufam.edu.br/handle/tede/2373.
Full textAbstract:
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Previous issue date: 2012-08-25This study has examined the use of connectors in texts of high school students of a public school in the city of Manaus. The analysis was based on thirty compositions collected in classes from first to third grades. The texts were chosen according to the gender of the student and the order in which they were handed, in order to observe the use that students make of interphrasal connectors. The hypothesis is that the use of connectors is related to three linguistic factors: i) the degree of dependency and embedding of sentences; ii) the grammaticalization process of interphrasal connection elements; iii) the use of the lexicogrammatical elements that mark the dissertative-argumentative text. The concept of text and, more specifically, the notion of text genre were discussed, once every textual practice takes place from some genre. This study has approached the characteristics of the dissertative-argumentative genre, which is commonly found in the school essay writing practices of the students who have a relative knowledge of that text genre. Besides, the notion of textual connection was also taken into consideration, following the principles of: Textual Linguistics, which classifies the connection elements into logical-semantic operators and argumentative operators, according to Beaugrande, Koch, Favero and Marcuschi; and also the principles of Functionalist Grammar, especially the ones proposed by Hooper & Traugott, Givón, Neves, and Castilho, who work with the notion that the connecting elements are in a continuum that goes from subordination to hypotaxis until it reaches the parataxis, in accordance with the degree of dependence and clausal embedding. Moreover, the concepts of grammaticalization and discoursivization were of fundamental importance to explain the functioning, use, change and significance of certain connectors investigated in this study.
Este trabalho analisou o uso dos conectores em textos de alunos de Ensino Médio de uma escola pública da cidade de Manaus. A análise foi feita com base em trinta redações coletadas em sala de aula nas turmas do primeiro ao terceiro ano. A escolha dos textos foi feita levando-se em consideração apenas o gênero dos alunos e a ordem de entrega do material escrito, pois a intenção era observar o uso que os alunos fazem dos conectores interoracionais. Verificou-se uma baixa frequência no uso dos elementos de conexão textual por parte dos alunos. A hipótese formulada é que o emprego dos conectores está ligado a três fatores de ordem linguística: i) o grau de dependência e encaixamento das sentenças; ii) o processo de gramaticalização dos elementos de conexão interoracional; iii) o emprego dos elementos léxico-gramaticais que marcam o gênero textual dissertativo-argumentativo. Discutiu-se o conceito de texto e, mais especificamente, a noção de gênero textual, uma vez que toda prática textual se dá a partir de algum gênero. Foram abordadas, as características do gênero dissertativo-argumentativo, gênero comumente encontrado nas práticas de redações escolares junto aos alunos, que deles possuem um relativo conhecimento . Também foi a abordada a noção de conexão textual de acordo com as visões da Linguística Textual (que classifica os elementos de conexão em operadores lógico-semânticos e operadores argumentativos), conforme Beaugrande, Koch, Fávero, Marcuschi e a Gramática Funcionalista, especialmente as propostas de Hooper & Traugott, Givón, Neves, e Castilho (que trabalham com a noção de que os elementos de conexão se encontram em um continuum que vai da subordinação, passa pela hipotaxe e chega até a parataxe, conforme o grau de dependência e encaixamento oracional). Além disso, foi de fundamental importância o conceito de gramaticalização e discursivização para explicar o funcionamento, o emprego, a mudança e o significado de determinados conectores investigados no escopo deste trabalho.