Dissertations / Theses on the topic 'Systemic functional grammar'
To see the other types of publications on this topic, follow the link: Systemic functional grammar.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Systemic functional grammar.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Tong, Wun-sing, and 唐煥星. "The application of systemic functional grammar in Chinesepractical compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963225.
Full text
2
Zappavigna, Michele. "Eliciting Tacit Knowledge with a Grammar-targeted Interview Method." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1909.
Full textAbstract:
Tacit knowledge represents a challenge to knowledge elicitation due to the assumption that this type of knowledge cannot be articulated. We argue that Polanyi's (1966:4) widely cited notion that “we know more than we can tell” represents a weak model of language that does not acknowledge the grammatical patterns in spoken discourse that we, as speakers, apply tacitly. We investigate the hypothesis that individuals articulate what they know through grammatical patterns, referred to as under-representation, without direct awareness. This thesis develops and pilots a grammar-targeted interview method aimed at unpacking specific grammatical features that occur in spoken discourse. The model of language from which these features are derived is Systemic Functional Linguistics. We report findings from three empirical studies of tacit knowledge in corporate organisations where we used the grammar-targeted interview technique to elicit tacit knowledge in the areas of knowledge management, requirements analysis and performance reviews. We compare this interview method with a content-targeted approach. The results show that the grammar-targeted technique produces less under-represented discourse thus allowing tacit knowledge held by the interviewees to be made visible. Based on the linguistic analyses undertaken in these field studies we propose that Polanyi’s expression “we know more than we tell” be reformulated to “we tell more than we realise we know”.
3
Zhang, Dongbing. "Negotiating Interpersonal Meaning in Khorchin Mongolian: Discourse and Grammar." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22835.
Full textAbstract:
This thesis describes the interpersonal discourse semantic and lexicogrammatical systems in Khorchin Mongolian based on conversational data within the framework of Systemic Functional Linguistics (SFL). The systems described in this thesis are resources for enacting social relations. They are modelled at the strata of discourse semantics and lexicogrammar. The point of departure of this thesis is interpersonal discourse semantics. Extant descriptions of resources at exchange and move rank (the systems of NEGOTIATION and SPEECH FUNCTION (Martin, 1992)) are expanded to account for the discourse patterns in the Khorchin Mongolian conversational data. The thesis first explores interpersonal resources at the ranks of exchange and move. At exchange rank, it describes the NEGOTIATION system based on patterns of exchange structure. At move rank, it proposes the systems of INTERLOCUTOR POSITIONING and DIALOGIC POSITIONING. INTERLOCUTOR POSITIONING deals with the positioning of interlocutors with respect to their knowledge of the information under negotiation or their responsibility for performing an action. DIALOGIC POSITIONING deals with the positioning of dialogic alternatives in the process of interaction. These discourse semantic systems are then taken as the point of departure for the description of interpersonal systems in lexicogrammar – specifically the major systems of MOOD, PREDICATION, and STANCE. MOOD is concerned with indicative and imperative clauses, PREDICATION with resources realised through the Predicator, and STANCE with the interaction between interpersonal particles and TENSE. This thesis makes two significant contributions. First, it closely examines the relationship between discourse semantic systems at exchange and move rank. The systems developed could potentially be relevant to the description of other languages. Second, it provides a unified account of what has been described under various headings in the traditional descriptions of Khorchin Mongolian, such as clausal syntax, modality, evidentiality, negation and tense. It thus affords an integrated systemic functional description of Khorchin Mongolian interpersonal discourse and grammatical patterns.
4
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. +
5
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.
Full text
6
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.
Full text
7
Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
Full textAbstract:
Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
8
Baker, Elizabeth J. "An inquiry into the development of critical text creators: Teaching grammar in the primary years." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411535.
Full textAbstract:
The inaugural Australian Curriculum: English (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010a) included functional grammar as a necessity to account for the increasing number of multimodal texts with which students are engaging. As texts become increasingly multimodal, students continue to require critical literacy skills that allow for the analysis of these texts.
Alongside changes in the curriculum, researchers raised concerns about teachers’ knowledge in functional grammar Love and Humphrey (2012); (Love et al., 2015). With limited support for the development of grammar pedagogy, educators have relied more on traditional approaches (Harper & Rennie, 2009; Snyder, 2008). Consequently, there is a need for research on functional grammar pedagogy that accounts for multimodal texts and critical literacy.
A qualitative case study methodology with a teacher-researcher was used to investigate the overarching research question How can functional grammar develop students’ critical literacy when creating multimodal texts? This research explored the teaching and learning of functional grammar for critical literacy during multimodal text creation in the primary school. The research consisted of a sequence of twelve lessons, conducted in a Year 5 classroom in the Australian Capital Territory during Terms 3 and 4, 2020. Data were collected through audio and video recordings during the lessons, student work samples and semi-structured interviews following the sequence of lessons. Four students were selected as cases in this study.
Student and classroom data were analysed using a Bernsteinian (2000) theorisation of pedagogy and Hallidayan (Halliday & Matthiessen, 2014) theorisation of grammar. Bernstein’s (2000) theory of framing was adapted as an analytical tool to explore the selection, sequencing, pacing and criteria used within the sequence of lessons. Halliday’s (Halliday & Matthiessen, 2014) functional grammar metalanguage was used to investigate the case study students’ exploration, creation and reflection of multimodal texts during the sequence of lessons.
The findings demonstrated that the case study teacher wove across a range of pedagogical frames, moving from open inquiry to explicit instruction. Through these lessons, students engaged in critical literacy through a variety of functional grammar resources. Students enacted functional grammar knowledge in different ways to explore, create and reflect on multimodal texts. Use of functional grammar resources was not equal between the student cases, with some students using resources without evidence of reflection whereas others primarily explored texts using functional grammar resources. Findings reveal some students’ ability to engage with complex multimodal texts using functional grammar. Implications from this research highlight what is possible when a teacher has a high level of functional grammar knowledge for multimodal texts in primary classrooms.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
9
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.
Full textAbstract:
"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
10
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.
Full text
11
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.
Full text
12
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.
Full text
13
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.
Full text
14
Teixeira, Carlos Honorato. "A experiência executiva da liderança pela interpretação do significado: uma tipologia baseada na gramática sistêmico-funcional." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-11072012-160119/.
Full textAbstract:
O contexto econômico e social deste início de milênio impactado pela globalização dos mercados, emergência de novas potências, por conflitos sociais, desafios de sustentabilidade do planeta e uma das maiores crises do capitalismo no hemisfério ocidental indica a carência e a necessidade de novas lideranças para conduzir pessoas em países e organizações por esses ambientes turbulentos. Diante deste contexto, este estudo busca avançar na fronteira de estudos da liderança, associando as abordagens e discussões mais recentes neste campo com a expressão e manifestação de significado por executivos sobre suas próprias carreiras. Para tanto, aplicou-se a abordagem da gramática sistêmico-funcional como ferramenta de análise de redações autobiográficas de executivos, alunos de oito turmas de um curso de pós graduação - MBA Executivo Internacional - interpretando a expressão de significado em suas carreiras. Com base nestas informações sobre a expressão do significado e na classificação das características de liderança expressas por esses executivos, sendo estas inatas ou agênticas; transacionais ou transformacionais, propõem-se uma nova tipologia relacionando características de liderança com o significado.The economic and social context of this new millennium has been impacted by the marketing globalization, emergence of new powers, social conflicts, challenges in sustainability and one of the deepest crises of financial capitalism in the Western Hemisphere in many years. It all suggests the lack and needing for new leadership to lead countries and organizations for these turbulent environments. In this context, this study seeks to advance the leadership studies frontier, combining the latest approaches and discussions in leadership\'s field, discussing the expression and manifestation of meaning by executives in their own careers. We apply the approach of systemicfunctional grammar to study executive\'s autobiographical essays, as a tool to construing the experience through meaning. Students from eight classes from a graduate course - Executive MBA - wrote their own autobiographical essays and by construing the expression of meaning in their careers, we analyzed the frequency of verbal processes. Based on that information, on the expression of the meaning, and sorting all verbs used in four categories, two by two, taken-for-granted or agentic; and transactional or transformational traits, we propose a new typology of leadership characteristics relating to the meaning expressed.
15
Tong, Wun-sing. "The application of systemic functional grammar in Chinese practical compositions : the teaching of news reporting = Xi tong gong neng yu yan xue zai shi yong wen jiao xue shang de ying yong yan jiu - yi xin wen gao xie zuo jiao xue wei li /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755559.
Full text
16
Finch, Mary. "Adolescent writing development: Improving succinctness using the extended noun phrase." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/90736/4/Mary_Finch_Thesis.pdf.
Full textAbstract:
This study examined an aspect of adolescent writing development, specifically whether teaching secondary school students to use strategies to enhance succinctness in their essays changed the grammatical sophistication of their sentences. A quasi-experimental intervention was used to compare changes in syntactic complexity and lexical density between one-draft and polished essays. No link was demonstrated between the intervention and the changes. A thematic analysis of teacher interviews explored links between changes to student texts and teaching approaches. The study has implications for making syntactic complexity an explicit goal of student drafting.
17
Walker, Anthony William. "Language Diversity and Classroom Dialogue : Negotiation of Meaning by Students in an Internationalised Postgraduate Classroom." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367748.
Full textAbstract:
One aspect of internationalisation of Australian higher education that has been problematic is the experiences of non-English speaking background (NESB) international students as participants in English-language medium classroom interactions. This study investigated ways nine NESB and nine English speaking background (ESB) postgraduate coursework students negotiated meanings in a tutorial-style classroom over one semester through collection and analysis of classroom data. Working within sociocultural conceptions of discourse, discursive practices, and learning as dialogic (Bakhtin, 1986; Linell, 1998), the initial analysis was conducted at clause level using the Systemic Functional Grammar (Halliday & Matthiessen, 2004; Martin, 1992) model. More specifically, the analysis focussed on the social function of language, negotiation of exchanges of meanings in and through dialogue realised in the semantics, lexicogrammar, and phonology of the system of interpersonal meaning.
The semantic system of SPEECH FUNCTION was used to produce four data subsets based on discursive relationships in which students participated in exchanges of information and goods/services through (i) adoption of the speech roles of giving or demanding, or (ii) accepted the speech roles of receiving or giving on demand. Each data subset was then subjected to a more delicate analysis of students’ language choices at the clause level within the systems of interpersonal meanings. The data subsets were analysed also to identify primary/secondary knowers/actors in interactions (Martin, 1992) and the roles of participants as speakers and addressees in the co-construction and negotiation of the discursive text (Linell, 1998).
Analysis revealed significant findings of variation in participation in classroom interaction in the context of diversity in language background. In the four discursive relationships, analysis at clause and text levels found significant variation in participation of students of NESB and ESB in construction of the discursive text in both quanta of participation as speakers and addressees and in the language choices of their contributions. Despite evidence of individual difference, it was concluded that what emerged from incongruence between the discursive resources and repertoires of NESB and ESB students was constitution of a discursive space for student participation, and the engendering of students’ identities, occupied primarily by the practices of ESB students. Although NESB students were successful in taking up offers of discursive space as direct addressees, student participation in negotiation of the co-construction of the discursive text was undertaken increasingly by students who independently adopted roles to establish discursively active identities in the emergent discourse community. Participation by NESB students was additionally constrained by language choices that relied heavily on polarity and made little use of the resources of modality to position speakers and their audience in relation to propositions under negotiation. In addition, discursive positioning by students as primary knowers, realised in adoption of the role of giving information more frequently than that of demanding, was an insight into the discursive relationships that operate in postgraduate classrooms and the nature of learning in and through negotiation of authoritative dialogical discourse.
From a dialogic sociocultural perspective, the quantitatively and qualitatively distinct discursive contributions and experiences of students in the class have implications for opportunities for classroom learning at both the individual and class level. Findings are used to argue that silence is a legitimate discursive role in polyadic classroom dialogue and that the privileging of talk in learning that has ensued from constructivist theory ignores the complexities of the dialogic relations of listeners with the spoken word. It is suggested that the emergence of a dialogical authoritative discourse in and through negotiation of discursive texts in classrooms offers new ways of meaning to all participants, not only those who are discursively active in negotiation. These conclusions offer some insights for teachers working in internationalised classrooms, and classrooms in general.
The findings underline also the value to approaches to learning of language for academic purposes and testing of language for university entry of conceptions of language as repertoires of discursive practices. A number of issues related to the study of spoken interaction in internationalised university classroom and to the discursive practices of NESB international students studying in Australian university classrooms are identified as worthy of further investigation.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
18
Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." Thesis, The University of Sydney, 1988. http://hdl.handle.net/2123/608.
Full textAbstract:
This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.
19
Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.
Full textAbstract:
This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.
20
Wee, Constance Wei-Ling Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Mobilising action through management email texts: the negotiation of evaluative stance through choices in discourse and grammar." Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43514.
Full textAbstract:
This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.
21
Mokhathi-Mbhele, Masechaba Mahloli M. L. "Independent clause Sesotho personal names as texts in context: a systemic functional linguistics approach." Thesis, University of Western Cape, 2014. http://hdl.handle.net/11394/3348.
Full textAbstract:
Philosophiae Doctor - PhDThis study sought to examine independent clause Sesotho personal names as authentic social discourse using the Systemic Functional Linguistics (SFL) theory. It sought to analyze their structure and map them to social functions to demonstrate that they are enacted messages in socio-cultural context of Basotho. It used a form-meaning approach to interpret Sesotho names in socio-cultural contexts of use (cf. Halliday 1994, 2001, Eggins, 1996, 2004 and Martin & Rose 2007) as an alternative to the current formalist approach to onomastica interpretation. The SFL analysis was compared and contrasted mainly with the formalist syntactic specific and semantic specific analyses currently in use by Guma, Sesotho Academy and subsequent authors of Sesotho grammar and other linguists. The purpose of displaying these names as texts in social context enfolded the intent to reflect a systemic interface of lexico-grammar and social activity. The study used the clause-text-culture paradigm to explore Sesotho names as texts or semantic units. The idea was to access their ‘meanings beyond the clause’ (Martin & Rose 2007). Data was collected from national examinations pass lists, admission and employment roll lists from Public, Private, Tertiary, Orphanage institutions. Other data was identified in Telephone directories and Media. The purely linguistic lexico-grammatic analysis of the structure of names was supplemented by interview data from real interpretations from families, owners and senior citizens who have social and cultural knowledge of the meanings of some names. The study has established that Sesotho personal names can present as an independent clause feature. Sesotho personal names can also be described as lexico-grammatical properties and are meaningful in social contexts. They are used to exchange information as statements, demands and commands, and as questions and as exclamations. This means that these names can be categorized according to Halliday’s Mood types which make them function as declaratives, imperatives, interrogatives and exclamatives depending on the awarder’s evaluation. The study also finds that in negotiating attitudes, modality is highly incorporated. The study concludes that Sesotho names conform to the logical structures of the nominal group and the verbal group and these groups reciprocate in use. The verbal group is the core constituent in these names and it serves as a foundation for the nominal and verbal groups particularly because they function as reciprocating propositions. This includes the names with the sub-modification features. This extends the formalist description of Sesotho independent clause in that the identified sub-modifications which are opague and taken for granted by formalist analysts of Sesotho, are explicated as essential elements embedded in the formmeaning relation in SFL. The main contribution is that this is the only study on SFL and onomastica. There is no study that has been conducted using SFL to describe African names. It presents that Sesotho personal names are texts that have been negotiated in socio-cultural contexts. It provides a major departure from most studies that have used the Chomskian formulations or other sociolinguistic theories to describe the naming systems. It displays the art and importance of language use based on experience and culture in the naming system. The study also contributes to fields such as education, history, and others. Lastly, the study has established a new relation of onomastica and SFL theory and onomastica can now be added to the areas “being recognized as providing a very useful descriptive and interpretive framework for viewing language as a strategic, meaning-making resource.” (Eggins 1996:1).
22
Poulsen, Christine. "Gender in secondary students' creative writing: Changes in representation over time." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118187/2/Christine%20Poulsen%20Thesis.pdf.
Full textAbstract:
This research investigates how school students have used language to represent gender in a corpus of over 250,000 words of creative writing at one site, from 1961 to 2015. Using tools from linguistics and Critical Discourse Analysis, the research finds that popular assertions of the progress of gender reform tell an incomplete story of how femininities and masculinities are represented. While females are undoubtedly more visible in recent texts, the underlying grammatical structures employed by student writings in this corpus represent females as less active and less purposefully influential than their counterparts in previous decades.
23
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.
Full textAbstract:
Philosophiae Doctor - PhDWorking 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.
24
Arnold, Julie L. "Building linguistic subject knowledge for writing instruction: Teacher responses to professional learning." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127244/1/Julie_Arnold_Thesis.pdf.
Full textAbstract:
This study contributes to knowledge about teacher professional learning, in particular a theorisation of the process of turning linguistic subject knowledge into effective pedagogy for writing. The research project explored teacher responses to professional learning about language in the Australian Curriculum: English, Year 10. Systemic functional linguistics provided a framework for collaborative decision-making about specific professional learning needs. Design-based research methodology provided insight into how teachers' developing knowledge base influenced decisions about the planning and delivery of writing instruction. Further, Lee Shulman's approach to pedagogical reasoning and action supported an analysis of teachers' accounts of the decisions they made.
25
Praxedes, Filho Pedro Henrique Lima. "A corpora-based study of the development of efl brazilian learners' interlanguage from simplification to complexification in the light of systemic-functional grammar." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/89636.
Full textAbstract:
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-23T00:44:21Z (GMT). No. of bitstreams: 1 247325.pdf: 29801506 bytes, checksum: b0e2aa1f9aeafd83017a9c9c5c555613 (MD5)
O estudo propõe-se a analisar, através da gramática sistêmico-funcional, registros de uma IL português-brasileiro/inglês desenvolvida em sala de aula. A análise e discussão dos resultados objetivam a descrição preliminar do continuum simplificação-complexificação dessa IL segundo as dimensões sistêmica e funcional da GSF quanto à léxico-gramática de transitividade, modo e tema. Da descrição, fazem parte os seguintes aspectos: (a) os registros cujo assunto não é relacionado à sala de aula apresentam níveis mais baixos de complexificação funcional; (b) aqueles cujo assunto é relacionado à sala de aula pontuam mais alto; (c) não apenas o assunto, mas aspectos a ver com a interação e o meio são também responsáveis pela complexificação funcional; (d) os sujeitos passam por sete e oito níveis de proficiência dependendo do registro; (e) os estágios de IL se interpenetram; (f) a IL1 não apresenta fases protolingüísticas; (g) ela é caracterizada pela predominância dos sistemas de modo e as ILs 2 em diante apresentam mais sistemas de transitividade; (h) a IL dos sujeitos para de complexificar-se funcionalmente no nível moderado e (i) a fossilização sistêmica pode não existir. É levantada a hipótese pela qual as condições ótimas de aprendizagem para sua inexistência têm a ver com uma instrução na L2 por meio de um conteúdo comunicativo baseado em registros e sobre a L2 por meio da GSF.
26
Jansson, Pernilla. "Hard Muscle, Slim Body : A Systemic Functional Analysis of the Covers of Men’s and Women’s Fitness Magazines." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113170.
Full textAbstract:
Magazine covers are multimodal texts designed to draw the attention of potential readers. Health and fitness magazines, in particular, make up a large portion of the publishing industry, and previous research has pointed to their influence on readers’ perceptions of health and fitness. In order to interpret the multimodality of magazine covers, a different approach other than the purely linguistic one needs to be employed. Following the theoretical frameworks of Systemic Functional Linguistics and Social Semiotics, this study set out to investigate the verbal and visual construction of health on eight covers of Men’s Health and Women’s Health. The findings indicate that there are significant differences in how health is constructed on the men’s and women’s edition of the magazines. These differences mainly concern the way in which health is achieved, and the relationship between the viewers and the magazine. This not only indicates that different strategies were used to attract viewers, but also reveals something about the relationship the viewer is supposed to have with their bodies as well as their perceptions of health.
27
Kindenberg, Björn. "Mellan fält och genre : En textanalys av hur ämneskunskaper beskrivs inom genrepedagogisk litteratur." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158989.
Full textAbstract:
Cirkelmodellen, en del av genrepedagogiken, är en fasindelad undervisningsmodell där systemiskfunktionell lingvistik och ett sociokulturellt perspektiv på lärande tillämpas i ämnesundervisning för att göra elever uppmärksamma på hur språkliga resurser uttrycker mening i olika typer av texter i skolans olika ämnen. Cirkelmodellens inledande fas behandlar ämneskunskapen och de följande uppmärksammar genrens syfte och språkliga resurser. I litteratur om genrepedagogik uttrycks ofta att denna undervisningsmodell utvecklar både språk- och ämneskunskaper hos flerspråkiga elever. Samtidigt skiljer sig litteraturen åt beträffande principer för urval av ämnesinnehåll. Då innehållsurvalsprinciper är en bärande del av ämnesdidaktiken, vars syfte är att undersöka förutsättningar för att utveckla ämneskunnande, vill denna studie undersöka hur litteraturen framställer samhällsämnesdidaktiska principer i förhållande till genrepedagogisk undervisning. Studien har avgränsats till nio metodinriktade handböcker i språk- och kunskapsutvecklande arbetssätt och genrepedagogik, avsedda för lärare. En kvalitativ jämförande textanalys har gjorts med hjälp av en för undersökningen konstruerad analysmodell som kombinerar ämnesdidaktiskt inriktade teorier med genrepedagogikens teoretiska underbyggnad och visar på skillnader mellan olika undersökta framställningar. I undersökningens avslutande del diskuteras vilka pedagogiska konsekvenser dessa skillnader kan tänkas få för språk- och kunskapsutvecklande undervisning.
28
Botha, Yolande Vanessa. "Specification in the English nominal group with reference to student writing / Yolande Vanessa Botha." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8242.
Full textAbstract:
In this thesis the structure of the nominal group in Black South African English (BSAfE)
is investigated by means of a comparison of data from the Tswana Learner English
Corpus (TLEC) and the Louvain Corpus of Native English Essays (LOCNESS). Both
corpora consist of student essays and are sub-corpora of the International Corpus of
Learner English (ICLE). The TLEC represents a non-native variety of English, namely
BSAfE, while LOCNESS represents native English from the United States and the
United Kingdom.
In the existing literature there are observations about and examples of (non-standard)
characterizing features of BSAfE pertaining to nouns, determiners and quantifiers (e.g.
Gough 1996), but until now, no in-depth study of the grammar of the nominal group in
BSAfE has been undertaken. This study is an attempt to fill that gap. I present a
description of the grammatical features of BSAfE observed in the corpus data in terms
of linguistic functions and without assuming that they are errors or evidence of
deficiencies. Though the approach is comparative (in the sense that a control corpus is
used), it is primarily descriptive and non-normative, and as such, function-based. This
study is conducted within the theoretical framework of functional linguistics, drawing on
systemic functional linguistics as well as other functional and cognitive approaches to
language.
The specifying functions that the nominal group and its elements may fulfill form the
basis of the descriptive framework. These functions are (1) the type-specifying function
of the noun, (2) the (referent-)specifying function of the determiner, (3) quantification
and (4) quality specification by modifiers and complements. The type-specifying
function of the noun is particularly relevant in Chapter 4, which deals with the
grammatical patterns of the noun people, although it also informs analyses in Chapters
5 and 6 which deal with determiners and quantification respectively. Quality
specification is especially relevant in the description of the grammatical patterns of the
noun people.
The noun people is the most frequent noun in each of the corpora, but is at the same
time a positive keyword in the TLEC, which means that it occurs much more frequently
in the TLEC than in LOCNESS. Analysis of the full corpus concordances of this noun
provides much evidence of anti-deletion in BSAfE (as first postulated by Mesthrie, 2006) and also sheds some light on left dislocation patterns involving the noun people
(cf. Mesthrie, 1997). This analysis also reveals unique uses of the definite article and
certain quantifying constructions in the TLEC data, which are investigated in the next
two analysis chapters.
A comparison of concordance samples of the articles indicates that the
definite/indefinite distinction is made in both corpora and that there is not enough
corpus evidence to postulate that there is a different system underlying the choice of
article in BSAfE, such as a system based principally on the specific/non-specific
distinction, as postulated by Platt, Weber and Ho (1984) for New Englishes in general.
Analysis of the concordances of demonstrative and possessive determiners indicate
that these determiners are used proportionally more frequently in the TLEC than in
LOCNESS. Concordances of the words that are normally classified as quantifiers
indicate that there are many more partitive-of quantifying constructions in the TLEC
than in LOCNESS. The words some and most are positive keywords in the TLEC.
After analyses of their concordances, it is concluded that their relative frequency can
be attributed to the fact that some is often used merely as an indefinite marker and that
most is often used as a synonym for many.
The study shows that BSAfE largely shares its general grammar of the nominal group
with other (including native) varieties of English, but at a finer level of analysis, some
characteristic constructions and uses are detected. The corpus data indicate that the
unique constructions in the TLEC data are mostly functionally motivated. These
constructions represent conventionalized innovations in the sense used by Van Rooy
(2010), rather than mere language learning errors.Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012
29
Ko, Bo-Ai, and n/a. "Biliteracy in English and Korean: A Case Study of Writing Development during Primary Years." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081215.150126.
Full textAbstract:
In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory. Throughout the researcher?s regular classroom observation and participation in their school?s literacy activities as well as in the home context, a detailed documentation of the children?s socio-linguistic environment is also provided as an important part of this longitudinal case study?s data collection and analysis.
Over the period, the children?s writing in both English and Korean developed quite significantly in terms of their control of the register in text. With the introduction of Genre-based Approach in their school, they had opportunities in learning to write a range of genres such as Narrative, Report, Explanation, Argument and Procedure in English to meet the expectations of the mainstream curriculum. The children?s writing in Korean was mainly developing to satisfy their personal and interpersonal communication needs, largely through diary writing, E-mails and personal letters to extended family. Their developmental patterns of writing different genres as well as their control of written language have been examined largely through the analysis of the system of Transitivity, the use of nominal groups, Theme choice and Mood system. The similarity and difference in literacy practices between the two children (the brother and the sister) are also discussed.
As the key to the two ESL background children?s successful biliteracy development throughout their primary schooling period, this case study emphasizes the importance of the supportive parents? role through mother tongue maintenance and an effective literacy program, such as Genre-based Approach, which provides practical guidance for developing written language
through learning a range of genres with different social functions and purposes. The literacies in English and Korean have been found to be mutually supportive and thus it is argued that the whole biliteracy development in this case study has an enhancing effect on the children?s academic achievement in their Australian schooling. Simultaneously, with their continuous biliteracy development, the children were able to enjoy being part of a caring Korean-speaking family and community. Moreover, this whole process of biliteracy development certainly provided the two ESL children with a positive self-concept and socio-cultural identity as a balanced proud bilingual. In this regard, it is argued that the successful outcome of this case study of the ESL children?s bilieracy development can be identified as a case of an ?empowering? additive bilingualism.
30
Tatu, Silviu. "The qatal//yiqtol (yiqtol//qatal) verbal sequence in Semitic couplets : a case study in systemic functional grammar with applications on the Hebrew Psalter and Ugaritic poetry /." Piscataway, N.J : Gorgias Press, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9781593339586.
Full text
31
Tatu, Silviu. "The qatal//yiqtol (yiqtol//qatal) verbal sequence in couplets in the Hebrew Psalter with special reference to Ugaritic poetry : a case study in systemic functional grammar." Thesis, Oxford Centre for Mission Studies, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430301.
Full text
32
Stenström, Evelina. "Gymnasievalet - en marknadsinriktad kamp om eleverna? : En kritisk diskursanalys av fyra gymnasieskolors webbtexter." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21776.
Full textAbstract:
Syftet med denna uppsats är att ta reda på hur gymnasieskolors webbtexter kan förstås i förhållande till diskurs. För att undersöka detta utgår jag från Norman Faircloughs kritiska diskursanalys och den systemisk-funktionella grammatiken (SFG). Jag undersöker fyra webbtexter som beskriver fyra olika gymnasieskolor – två privata och två kommunala skolor. Uppsatsens ansats är språkvetenskaplig. Stor vikt läggs därför vid den systemisk-funktionella grammatiken. Jag utgår från den interpersonella analysens språkhandlingar, modusmetaforer och modalitet. Texternas första- och andradeltagare analyseras även separat liksom texternas tilltal. Analysresultaten visar att alla fyra texter bär drag av marknadsföringsdiskurs. Detta realiseras bland annat av direkt du-tilltal och en rad erbjudanden till läsaren. Vissa erbjudanden uttrycks explicit i form av varor. Andra erbjudanden, som kunskap och utveckling, är mer abstrakta. Analysen visar också att texterna bär spår av bland annat elitistisk diskurs. Detta realiseras bland annat genom modalitetsmarkörer, modusmetaforer och placeringen av förstadeltagaren i olika satskomplex. Genom att använda diskurser utanför den traditionella utbildningsdiskursen visar skolornas webbtexter en förändring i samhället. Marknaden har flyttat in verksamheter som tidigare tillhört den offentliga sektorn. Detta skapar en ny relation mellan skolan och eleverna. Genom att element från marknadsföringsdiskursen har lånats in i skolans värld konstrueras eleven till en konsument av utbildning.
33
Lundgren, Elin. "Kontexten och översättningen : En studie av kontextens inverkan vid översättandet av Vita Katherine till fornsvenska." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185722.
Full text
34
Wibom, Linn. "“All Can Achieve Beauty” : A Diachronic Multimodal Text Analysis of Skin Care Advertisements 1920-2013." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169823.
Full textAbstract:
Advertisements are multimodal texts created to get attention from potential customers in order to sell products. Previous research has shown how advertisements’ visual and verbal features make up ideological codes that are used to affect readers. To interpret these codes and gain an understanding of advertisements as communicative artifacts, a linguistic approach needs to be merged with a multimodal approach. In this study systemic functional grammar and multimodal semiotics are applied to ten skin care advertisements by Elizabeth Arden from 1920-2013. The aim is to investigate how the relationship between skin care companies and their potential customers is constructed through the use of language and images in skin care advertisements. Furthermore, the study aims to analyze whether and how the relationship between skin care companies and customers change over time. The findings indicate that the reader is constructed as unequal to Elizabeth Arden. The results also show a longitudinal difference in that the reader and the writer are constructed as closer in earlier advertisements and more distant in later advertisements. The language is also less demanding in recent years. Furthermore, the findings show that later skin care advertisements, unlike earlier advertisements, refer to science. The change might be an indication that societal and consumer values are evolving. Hence, the result might reflect societal changes.
35
Meyer, Heather. "Unilateral conversations the role of marked sentence initial elements in skilled senior secondary academic writing : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2009 /." AUT University, 2009. http://hdl.handle.net/10292/831.
Full textAbstract:
This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.
36
Ohlson, Jack. ""Det finns även personer som..." : En transitivitetsanalys av trans*personer i text." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41074.
Full textAbstract:
I “Det finns även personer som...”: En transitivitetsanalys av trans*personer i text undersöks tre olika texter. Texterna är från riksdagen, Regeringen och Socialstyrelsen och alla handlar om eller riktar sig till trans*personer i olika utsträckning. Syftet med uppsatsen är att undersöka hur trans*personer skrivs om eller till i texter som kommer från inflytelserika myndigheter och samhällsinstanser. Med utgångspunkt ur den systemisk-funktionella grammatiken samt intersektionella perspektiv på diskriminering görs en transitivitetsanalys som kombineras med den analytiska modellen genderism. Resultaten visar att det grundläggande verkar vara svårt att alls skriva om eller till trans*personer, men att texterna utvecklar ett antal olika metoder för att ändå försöka göra detta. Det sker ofta genom att antingen abstrahera med långa komplicerade omskrivningar, eller försöka hålla ett direkt ’du’-tilltal. Det är tydligt att författarna försöker undvika problematiska kategoriseringar, men det visar sig riskera att leda till bortnämningar istället. Det visade sig också finnas en intressant tendens att både gå emot och samtidigt bekräfta och cementera en cisnormativitet. Den här kandidatuppsatsen skrevs vårterminen 2020 av Jack Ohlson. Handledare var Ulf Larsson.
37
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.
38
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.
39
Pinto, Eliana. "Ensinando e aprendendo inglês a partir de narrativas à luz da linguística sistêmico-funcional." Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=716.
Full textAbstract:
Este trabalho tem como objetivo acompanhar a trajetória de uma professora de inglês em um projeto em uma escola de Ensino Fundamental da rede municipal de uma cidade do Vale do Paraíba, no estado de São Paulo, na condução de uma unidade didática por ela elaborada para o ensino da língua inglesa a partir de narrativas infantis, neste caso `Os Três Porquinhos. Nesse processo, as narrativas escritas pelos alunos constituem objeto de reflexão e análise pela professora, que os avalia à luz das oportunidades de aprendizagem construídas para os alunos em sala de aula. Participaram do projeto crianças entre 9 e 11 anos, que escreveram suas próprias versões de Os Três Porquinhos, em dois momentos distintos: uma primeira versão em português escrita na primeira aula e uma segunda versão em português e inglês escrita na penúltima aula. Essas produções, bem como a narrativa (em inglês) utilizada nas aulas, foram analisadas pelos preceitos da Gramática Sistêmico-Funcional, à luz de Halliday (1985/1994 e seguidores), principalmente Christie (2005) e Gouveia (2008 e 2009). Os critérios para a análise de histórias envolvem as seguintes categorias: as referências (endofórica); o tema e a progressão temática; a densidade lexical; o uso de terceira pessoa, o conhecimento sistemático da língua na produção de narrativa, significados experienciais que envolvem os processos: os mentais, materiais, comportamentais, existenciais, verbais e relacionais, e as etapas de organização da narrativa. Os resultados revelam como as narrativas analisadas apresentam as características sistêmicas identificadas e discutidas na literatura e a maioria dos estágios e elementos fundamentais para sua organização textual. Conhecer essas características pode embasar a decisão do professor de língua estrangeira com referência não somente quanto ao o quê ensinar, mas também, e, sobretudo, quanto ao como ensinar os conteúdos dos diversos programas de ensino de línguas estrangeiras, a fim de colaborar no aperfeiçoamento da produção escrita dos aprendizes.This study aims at following the trajectory of an English teacher in a project in a state elementary school in a city of Vale do Paraíba, São Paulo, in conducting a teaching unit based on a fairy tale, in this case, `The Three Little Pigs. In this process the stories written by the students constitute the object of reflection and analysis for the teacher, who evaluates them in the light of learning opportunities built for students in the classroom. Participated in the project children aged 9 to 11, who wrote their own versions of The Three Little Pigs, in two different moments: the first version written in Portuguese in the first class, and a second version written in Portuguese and English in the 6th class (one before the last). These productions, as well as the story (in English) used in class, were analysed in the light of Systemic-Functional Grammar, as discussed by Halliday (1985/1994 and his followers), mainly by Christie (2005) and Gouveia (2008, 2009). The criteria for analysing stories involve the following categories: references (endophoric), theme and thematic progression, lexical density, the use of third person, systematic knowledge of the language in the production of narrative, experiential meanings involving the processes: mental, material, behavioral, existential, verbal, relational, and organizational stages of the narrative. The results reveal how the systemic features were identified and discussed in the literature in the stories analysed, and most of its fundamental stages and key elements for the text organization. Knowing these characteristics can help the decision of the foreign language teacher with reference not only as to what to teach, but also, and especially as to how to teach the content of the various programs of foreign language teaching in order to collaborate in developing learners written production.
40
Ringius, Victoria. "Facebook – en plats för en ilsken mobb med ett meddelande att sprida : en textanalytisk undersökning av hur ett företag bemöter negativ kritik på Facebook." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18276.
Full textAbstract:
Sociala medier innebär både stora hot och möjligheter för de företag som väljer att använda detta som en kommunikationskanal. Sociala medier skapar en plats och ett tillfälle för företag att komma närmare kunderna och genom att göra detta kan företagens intäkter ökas, kostnaderna kan minska och kundkontakten kan bli mer effektiv. Idag blir företags snedsteg, dåliga service och fadäser offentliga på några minuter i de sociala medierna. I form av arga inlägg på företagens vägg på Facebook ackompanjerade av kommentarer från andra som håller med trådskaparen kan en lynchning av företaget som gjort något fel eller retat upp kunder startas. Mot bakgrund av det här resonemanget är syftet med denna uppsats att undersöka hur 3, en av Nordens största mobiloperatörer, bemöter kritik samt hur de väljer att skapa sin identitet på sin Facebook-sida. Den teoretiska referensramen i denna uppsats behandlar systemisk funktionell textanalys, identitetsskapande på internet, intimisering, word-of-mouth samt word-of-mouse och service recovery-teorier. Analysen bygger på en ideationell samt en interpersonell textanalys av fem svar på fem negativa inlägg skrivna av upprörda kunder på 3:s Facebook-sida. Svaren är skrivna från augusti 2012 till december 2012 av anställda på 3. Genom ett antal analyskategorier ur den interpersonella och ideationella strukturen har jag i denna uppsats tittat på hur 3 använder sig av språket för att bemöta kritik från missnöjda kunder på sin Facebook-sida. Jag har även undersökt hur 3 skapar sin företagsidentitet genom bemötandet av de negativa kommentarerna samt hur 3 tilltalar sina missnöjda kunder. Resultatet visar att 3 bemöter kritik på Facebook genom att informera sina kunder om vad det är som har hänt, vem det är som utför lösningen på kundens problem samt att 3 erbjuder sig att lösa kundernas problem. 3 väljer att skapa sin företagsidentitet som informerande och problemlösande. Hjälpsamma, på kundens sida och tillmötesgående framställer de sig i dem delar i svaren där skribenten själv träder fram och skriver ”jag”.
41
Schierbeck, Ella. ""Som person är du nyfiken, framåtlutad och tycker om att ha många kontakter" : En analys av genreförändring i platsannonser för kommunikatörer från 1997-2017." Thesis, Södertörns högskola, Svenska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34771.
Full textAbstract:
The purpose of this bachelor thesis is to examine if one can find a change within the genre job advertisements for communicators, and in extension, the profession as a whole, during the time period 1997-2017. By studying the schematic structures of job advertisements as a genre text at large, and specifically the rhetoric strategies used when presenting requirements, I will be attempting to answer these questions through a genre analysis. The material consists of 24 job advertisements in total, 8 from each year of 1997, 2007 and 2017. The texts from 1997 have been acquired by searching through the job section of the Swedish daily newspaper Dagens Nyheter, from issues published from October to December 1997. However, the material from 2007 and 2017 both come from the Swedish Public Employment Service, Arbetsförmedlingen. To find texts from 2007 the archive at the Swedish Public Employment Service had to be advised, seeing as they are no longer posted on their website. All the job advertisements from 2017 however have been found and downloaded from the website. Theoretically this study mainly lies on Vijay K Bhatias genre analysis, and his methodology when analyzing genres and their communicative purpose as well as their schematic structure. The analysis goes on to analyze the rhetoric strategies used within the job advertisements requirements-section, then using systemic-functional grammar (SFG) to make clear the linguistic configuration. The results of the analysis show that both change and stability within the genre can be found. Regarding the changes, the schematic structures, in regards to content, becomes larger. Both regarding the number of moves in total and the number of different moves used. In addition, the analysis tells us that the ideal applicant in 2017 is an independent communicator who has a talent for networking and connecting with new people, in contrast to the communicator in 1997, who primarily is a good writer with an ability to work together.
42
Ferm, Hanna. "Klimatförändring: Slumpmässig händelse eller konsekvens av aktiv handling? : En analys av transitivitet och ergativitet i läromedel inom geografiämnet." Thesis, Södertörns högskola, Svenska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41756.
Full textAbstract:
Denna uppsats syftar till att synliggöra och diskutera hur klimatförändringar beskrivs i läromedel ämnade för grundskolan i ämnet geografi. Studiens teoretiska och metodologiska utgångspunkt är systemisk-funktionell grammatik, med fokus på den ideationella grammatiken. Det analyserade materialet utgörs av tre läromedelstexter, avsedda för årskurserna 4-6, 7 och 8. Genom en transitivitetsanalys visar studien att mänskliga förstadeltagare sällan förekommer i materialet. En analys av texternas ergativitet visar att förhållandevis få satser är ergativa, vilket innebär att majoriteten av processerna beskrivs som händelser, snarare än handlingar. Resultatet av ergativitetsanalysen visar vidare att agenter realiseras genom nominaliseringar eller andra abstrakta fenomen. Människans roll i klimatförändringar sätts således i periferin.
43
Vallezi, Nanci de Souza. "Ameaça em O Ateneu, de Raul Pompéia: um enfoque da gramática sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13658.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:22:48Z (GMT). No. of bitstreams: 1
Nanci de Souza Vallezi.pdf: 820933 bytes, checksum: 6e7398cf7831b92bb493a653143cb846 (MD5)
Previous issue date: 2014-01-20Conselho Nacional de Desenvolvimento Científico e Tecnológico
The objective of this research is to evaluate the language of threat in the O Ateneu, by Raul Pompéia , from the standpoint of the Systemic Functional Grammar and its ramifications, covering Linguistics Criticism and Appraisal . The title focuses on the power relationship of Aristarco, representing the school, concerning the new student Sérgio. As I started studying some theoretical-methodology proposals of Systemic Functional Grammar, arose the curiosity to examine in the title which I already had examined from the literature point of view in my Coursework lexico-grammatical choices made by the author to emphasize the threat that involves the environment of the O Ateneu. The threat, socially defined as having strong ideological links with assessments of violence and control by the threatening, have, until recently, received little attention in academic circles. The theory states that, while there are violent ways of command linked to high levels of threat, mitigation and implicit forms are disguised or masked completely, creating an incomplete understanding of the genre. The critical analysis, relies on Systemic Functional Grammar, focusing on the system of Transitivity and Appraisal. The research aims to answer the questions: (a) which lexical- grammatical choices are made at the O Ateneu, to express a threat? (b) How can the Transitivity contribute to this expression? (c) How can the Appraisal contribute to this expression? The results show that the threat in O Ateneu, in general, happens implicitly, it means by attitude tokens, and they are perceptible to the reader due to its fit, which gives coherence to the text, and by performing the prosody throughout the narrative. In this process, Pompéia resorts to irony, that, according to critical discourse analysis, encourages readers to become aware and evaluate what would otherwise be accepted without question
O objetivo desta pesquisa é examinar a linguagem da ameaça, na obra O Ateneu, de Raul Pompéia, sob o enfoque da Gramática Sistêmico-Funcional e suas ramificações, que abrangem a Linguística Crítica e a Avaliatividade. A obra enfoca a relação de poder de Aristarco, representando a escola, em relação ao aluno novato, Sérgio. Ao entrar em contato com algumas propostas teórico-metodológicas da Gramática Sistêmico-Funcional, surgiu-me a curiosidade de examinar na obra - que já analisara do ponto de vista da literatura no meu trabalho de Conclusão de Curso - as escolhas léxico-gramaticais feitas pelo autor para imprimir o cunho da ameaça que envolve o ambiente de O Ateneu. A ameaça, sociamente definida como tendo fortes elos ideológicos com avaliações de violência e controle por parte do ameaçador, têm, até recentemente, recebido pouca atenção nos meios acadêmicos. A teoria afirma que, enquanto se têm ligado formas violentas de comando a altos níveis de ameaça, as formas mitigadoras e implícitas são disfarçadas ou completamente mascaradas, criando uma compreensão incompleta do gênero. A análise de cunho crítico, apoia-se na Gramática Sistêmico-Funcional, enfocando o sistema da Transitividade e da Avaliatividade. A pesquisa visa a responder às perguntas: (a) Que escolhas léxico-gramaticais são feitas em O Ateneu, para expressar uma ameaça? (b) De que modo pode a Transitividade contribuir nessa expressão? (c) De que modo pode a Avaliatividade contribuir nessa expressão? Os resultados mostram que a ameaça em O Ateneu acontece, em geral, de maneira implícita, ou seja, por tokens de Atitude, e são perceptíveis ao leitor devido ao seu enquadre, que atribui coerência ao texto, e por meio da realização prosódica construída ao longo da narrativa. Nesse processo, Pompéia recorre à ironia, que, segundo a análise do discurso crítica, encoraja os leitores a se conscientizarem e avaliarem o que seria, de outro modo, aceito sem questionamento
44
Nemeth, Ulrika. "Jakten på den godkända texten : Läspraktiker och internetanvändning på gymnasieskolan." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55499.
Full textAbstract:
This thesis presents a case study from an authentic school practice, where seven students, in their second year of a social sciences program in an upper secondary school, use internet texts in various learning situations. The aim of the study is to map the reading practices of students encountering internet texts. The main data consists of observations, audio and screen recordings, written instructions, and screen shots of the sites visited. Reading practices are analysed, drawing on concepts from New Literacy Studies and Systemic Functional Grammar, including literacy events, literacy in terms of text culture, textual norms, abstraction, authority and modality as a scale of reliability. The results reveal that meaning making resources such as colours, amount of writing and images and choice of fonts all seem to be parts of students’ conceptions of reliability. These textual norms result in learning situations in which students search for texts with predominantly dense writing promoting encyclopaedic knowledge. These highly authoritative texts can be hard to understand for the students, something that the text analyses indicate. In comparison to text books, the internet texts used show, a higher level of authority and abstraction, reinforced by grammatical metaphors. Most situations in the study include peer interaction, but the most obvious learning potential resides in situations with a clear reading goal, where students work in groups and where negotiation is part of the meaning making process. The pedagogical implications of the study suggest the potential for students to achieve a higher degree of understanding of the encountered internet texts, through group work, and discussions concerning the impact of different layouts and the demands of verbal language. Another potential concerns methods for avoiding critical literacy being reduced to trivial visual scanning, via discussions focusing on criteria for reliability evaluations. It is suggested that increased teacher awareness concerning the types of internet texts the students will encounter in authentic situations may contribute to students’ field and genre insight.
45
Pereira, Danielle Toledo. "Escolhas temáticas no discurso de guias de turismo e monitores de museus no Brasil e na Espanha." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/13886.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:23:29Z (GMT). No. of bitstreams: 1
tese.pdf: 897004 bytes, checksum: 01569f30a7a9bd0feb6b20e5db201c73 (MD5)
Previous issue date: 2005-05-05This research, part of the DIRECT Project (LAEL/PUC-SP), aims at analyzing the characteristics of city tour and museum guides in two different sociocultural contexts: Brazil and Spain. In this way, it investigates the cultural context and the situational context of the corpora of this study. The theory focuses on Systemic Functional Grammar (Halliday, 1994). Although this grammar offers various elements that could also reveal characteristics in the discourse of these professionals, Theme was chosen because it makes possible the study of the organization of the message, the point of departure the speaker selects for grounding what he is going to say (Halliday (1994: 34). Besides, it is possible to compare how two different languages and cultures organize their message. This research has three goals: (1) to identify similarities and differences in the discourse of city tour and museum guides; (2) to identify similarities and differences in the discourse of Brazilian and Spanish city tour and museum guides; (3) to establish if there is one or two genres according to the general structure of the discourses and to Thematic options. Thus, this study is composed of 04 corpora: one of visits to two Brazilian museums; one of visits to two Spanish museums; one of two city tours in Brazil; one of two city tours in Spain. The visits were recorded in cassette tapes and transcribed. The theory about genre follows the ideas of Hasan (1989), Swales (1990), Bathia (1993), Fries (1995), Eggins & Martin (1997) and Ramm (2000). The Theme was studied through the ideas of Halliday (1994), Eggins (1994), Berry (1995), Thompson (1996), Barbara & Gouveia (2001) and Gouveia & Barbara (2001). Results show that city tour and museum guides organize their discourse in a very similar way and that there are some idiosyncratic differences, what is expected as the study deals with two sociocultural contexts
Esta pesquisa, parte do Projeto DIRECT (LAEL/PUC-SP), tem o objetivo de analisar as características do discurso de guias de turismo e monitores de museus em dois contextos sócio-culturais diferentes: Brasil e Espanha. Investiga-se, portanto, o contexto de cultura e o contexto de situação que envolvem os corpora aqui tratados. A base teórica do trabalho está na Gramática Sistêmico-Funcional (Halliday, 1994). Embora esta gramática ofereça vários elementos que também poderiam ressaltar características no discurso dos guias e monitores, escolheu-se o Tema por permitir que se estude a organização da mensagem, o ponto de partida que o produtor do texto, aqui o guia e o monitor, seleciona para embasar o que vai dizer. Além disso, é possível fazer uma comparação na forma como essa organização do discurso é feita em duas línguas e culturas diversas. A análise tem três objetivos: (1) identificar as semelhanças e diferenças do discurso de guias de turismo e monitores de museus; (2) identificar as semelhanças e diferenças do discurso de guias e monitores brasileiros e espanhóis; (3) estabelecer, através da análise da estrutura geral dos discursos e das escolhas Temáticas, se há um ou dois gêneros. Para tanto, a pesquisa está composta por 04 corpora: um de visitas realizadas a dois museus brasileiros; um de visitas realizadas a dois museus espanhóis; um de dois city tours realizados no Brasil; um de dois city tours realizados na Espanha. A coleta dos dados foi feita através de gravação das visitas em fita cassete e sua posterior transcrição. A teoria sobre gênero segue as idéias de Hasan (1989), Swales (1990), Bathia (1993), Fries (1995), Eggins & Martin (1997) e Ramm (2000), e a de Tema, Halliday (1994), Eggins (1994), Berry (1995), Thompson (1996), Barbara e Gouveia (2001) e Gouveia e Barbara (2001). Os resultados da pesquisa mostram que os guias e monitores organizam seu discurso de forma muito semelhante e que as diferenças entre o Brasil e a Espanha são poucas e idiossincráticas, já que são contextos sócio-culturais e línguas diferentes
46
Galloulckydio, Flavia Corrêa. "Estrutura temática do gênero reportagem na revista Veja e no jornal A Nova Democracia: o caso Santiago." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9456.
Full textAbstract:
A presente pesquisa investiga as escolhas temáticas de textos jornalísticos, especificamente de reportagens, que partem do mesmo evento, mas que são produzidos e publicados em linhas editoriais distintas. Nosso objetivo geral, com este estudo, é proporcionar subsídios para que sejam superados paradigmas ainda baseados na dicotomia texto e gramática na Escola Básica, como também colaborar para a promoção de um ensino mais crítico e reflexivo, a fim de que os estudantes possam atuar em sociedade com autonomia. Para isso, elegemos como corpus duas reportagens de veículos ideologicamente antagônicos: o jornal A Nova Democracia e a revista Veja. Considerando que o contexto de cultura e o contexto de situação são determinantes para as escolhas linguísticas dos textos, examinamos a organização temática dos períodos que compõem as reportagens. Como referencial teórico, elegemos a Gramática Sistêmico-Funcional (GSF) de Halliday (1978; 1994; 2004), centrando-se especificamente na função Tema, pertencente à Estrutura Temática na Metafunção Textual, um dos níveis de análise da GSF, que organiza a oração como mensagem e sistematiza os significados ideacionais. O objetivo específico deste trabalho é, portanto, analisar até que ponto as diferenças ideológicas afetam as escolhas temáticas dos textos. Com essa finalidade, dedicamo-nos à análise dos Temas Ideacionais e seus significados, pois são eles os responsáveis por indicar de que maneira os autores priorizaram as informações nos períodos que compõem e organizam as mensagens contidas nos textos. Como método de pesquisa, anotamos e classificamos manualmente cada um dos dados quantitativos e, em seguida, passamos a uma análise qualitativa dos Temas assinalados. Os resultados apontam que ambos os textos apresentam uma alta frequência de Temas Ideacionais Participantes, mas semanticamente distintos. Quanto aos Temas Ideacionais Processos e Circunstâncias, eles evidenciam discrepâncias sintáticas e semânticas significativas, que revelam representações diferentes dos narradores frente ao mesmo evento.This research investigates the thematic choices of journalistic texts, specifically news, talking about the same event, but which are produced and published in different editorial lines. Our main goal with this study is to provide information so that paradigms still based on the dichotomy text and grammar at the basic school can be overcome, as well as to contribute to the promotion of a more critical and reflective teaching, so that students can socially act with autonomy. That is the reason why we have chosen as corpus two articles of ideologically antagonistic vehicles: the newspaper A Nova Democracia and Veja magazine. Considering that the context of culture and the context of situation are crucial to the language choices of the texts, we examine the thematic organization of the periods that make up the stories. The theoretical framework we have chosen is the systemic-functional grammar (SFG) of Halliday (1978; 1994; 2004), specifically focusing on the Theme function, which belongs to the Thematic Structure in Textual Metafunction, one of the levels of analysis of the SFG, which organizes the sentence as message and systematizes the ideational meanings. The specific objective of this study is therefore to analyze the extent to which ideological differences affect the thematic choices of texts. Having this goal in mind, we have dedicated ourselves to the analysis of Ideational Themes and their meanings because they are responsible for indicating the way how the authors prioritized information in the periods that make up and organize the messages contained in the texts. As a research method, we have noted and manually classified quantitative data. The results show that both texts have a high frequency of participant but semantically distinct Ideational Themes. As for processes and circumstances Ideational Themes, they show significant syntactic and semantic discrepancies, which reveal different representations of narrators facing the same event.
47
Paso, E. (Eija). "Työkyky merkitsee:työkyvyn merkityksen ja maailman rakentuminen lehtiteksteissä." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514283789.
Full textAbstract:
Abstract This study examines how meanings are constructed in newspaper texts. The focus is on the meanings of particular words which are being used when referring to people's ability to work. Besides the lexical choices, this study demonstrates the discourses which are activated when writing about the topic. The approach taken is linguistically oriented and based on both critical discourse analysis and systemic-functional grammar. In this framework, language is seen as a resource for making meaning. Furthermore, a particular interest is taken in the relation between language, power and sociocultural practices. The data consists of 126 texts published in 1999–2000 in Helsingin Sanomat, the largest broadsheet newspaper in Finland. The analysis deals with discourse on working ability in general with special focus on five case studies. The most common discourses are classified as follows: 1) In discourse on expertise, many texts are related to power and knowledge which is needed when evaluating someone's ability to work. The sources who have special knowledge have regular access to the discourse. 2) In discourse on cases where working ability diminishes, the process is usually caused by health problems, aging or problems related to work. 3) In discourse on improving and maintaining one's working ability, the most common means and methods seem to be rehabilitation and workplace health promotion as well as development of work. 4) Attitudes towards working are discussed in discourse on work. It includes various negative aspects, such as unemployment, marginalisation, burn out and rapid changes at work. 5) In discourse on pension benefit, many controversial issues arise about who has the right to have a pension, if our system should be reformed, and about how to keep people working longer. Central participants in this data are experts: research workers, consultants, doctors and other professionals working in health care and rehabilitation as well as politicians. Participant relations are usually based on institutional roles and an expert-client relationship, such as doctors and patients, employers and workers, officials and applicants. The clients are often represented in a passive role as targets of institutional action or sometimes even victims of action with difficulties in getting work or pension. The discourse related to working ability can be seen as a battlefield of contradictory views, for instance, on traditional ways of dealing with problems (e.g. medication, physical rehabilitation, physical training) and other ideas on promoting well-being (e.g. innovations at workplace, educational courses). Power struggles can also be seen in arguments about the most reliable judge to decide if someone is able to work or not. On the one hand, working ability is connected to health and other personal qualities, and on the other hand to rapid change in the nature of work. In sum, working ability is seen as an entity which changes. It belongs to expert knowledge. It is a target of institutional actions and a domain of development. Working ability is portrayed as a matter of attitude towards working and also as a political and economic issue. This study contributes to ways in which a significant social phenomenon can be approached from a linguistic aspect, and it gives an idea how media texts may affect the ways of speaking about contemporary issues. The meaning, derived from this data, is constructed in a cultural and social context which is particularly Finnish. The discourse shows continuity with the texts produced in earlier centuries, and it is still changing. Thus, working ability can be replaced with work-related well-beingTiivistelmä Tutkimus käsittelee merkitysten rakentumista lehtiteksteissä. Tutkimus kohdistuu erityisesti sellaisten sanojen merkityksiin, joilla viitataan työkykyyn. Leksikaaliset valintojen lisäksi valotetaan diskursseja, jotka aktivoituvat aiheesta kirjoitettaessa. Kielitieteellinen lähestymistapa perustuu kriittiseen diskurssianalyysiin ja systeemis-funktionaaliseen kieliteoriaan. Tässä kehyksessä kieli nähdään resurssina, jolla tuotetaan merkityksiä. Lisäksi kiinnostus kohdistuu kielen, vallan ja sosiokulttuuristen käytänteiden suhteeseen. Tutkimusaineisto koostuu 126 tekstistä, jotka on julkaistu vuosina 1999 ja 2000 Helsingin Sanomissa, Suomen laajalevikkisimmässä sanomalehdessä. Analyysi käsittelee yleisesti työkykydiskursseja ja keskittyy lisäksi viiteen tapaustutkimukseen. Yleisimmin teksteissä aktivoituvat seuraavat diskurssit: 1) Asiantuntijuusdiskurssissa monet tekstit kytkevät työkyvyn valtaan ja tietoon, jota tarvitaan työkyvyn arvioinnissa. Lähteet, joilla on erikoistietoa, pääsevät säännöllisesti osallistumaan diskurssiin. 2) Työkyvyn alenemisdiskurssissa tavallisimpina aiheuttajina näyttäytyvät sairaus, ikä ja työhön liittyvät ongelmat. 3) Työkyvyn edistämisdiskurssissa keinoina mainitaan yleisimmin kuntoutus ja työkykyä ylläpitävä toiminta ja myös työnteon kehittäminen. 4) Työn diskurssissa aktivoituu puhe työasenteista. Työkyvyn maailmaan liitetään monia kielteisiä aspekteja, kuten työttömyys, syrjäytyminen, työuupumus ja työn nopea muuttuminen. 5) Eläkediskurssissa esillä ovat monet kiistanalaiset kysymykset siitä, kenellä on oikeus saada eläkettä, pitäisikö järjestelmää uudistaa ja miten ihmiset saataisiin pysymään pitempään työelämässä. Keskeisiä osanottajia näiden lehtitekstien maailmassa ovat asiantuntijat: tutkijat, konsultit, lääkärit ja muut terveydenhuollon ja kuntoutuksen ammattilaiset kuten myös poliitikot. Osallistujien suhteet perustuvat yleensä institutionaalisiin rooleihin ja asiantuntijan ja asiakkaan suhteeseen, esimerkiksi lääkäreiden ja potilaiden, työnantajien ja työntekijöiden sekä virkailijoiden ja asiakkaiden suhteeseen. Asiakkaat esitetään usein passiivisina institutionaalisen toiminnan kohteina tai toisinaan jopa toiminnan uhreina, joilla on vaikeuksia saada työtä, eläkettä tai muita tukia. Työkykydiskurssi näyttäytyy ristiriitaisten näkemysten taistelukenttänä. Kiistat kirjoittuvat teksteihin, joissa kiistellään esimerkiksi työkyvyn edistämisen perinteisistä keinoista (esim. lääkehoidosta, fyysisestä kuntoutuksesta, kuntoilusta) ja muista hyvinvoinnin kohentamisideoista (esim. uudistuksista työpaikalla, koulutuksesta). Valtataistelu näyttäytyy myös kiistoissa siitä, kuka on luotettavin päättämään, onko henkilö työkykyinen vai työkyvytön. Yhtäältä työkyky kytkeytyy terveyteen ja muihin yksilöllisiin ominaisuuksiin ja toisaalta työelämän nopeaan muuttumiseen. Työkyky-ilmauksille kirjoittuu monia merkityksiä. Työkyky on muuttuva olio, ja se kuuluu asiantuntijoiden tietoon. Se on institutionaalisen toiminnan kohde ja kehittämiskohde. Työkyky näyttäytyy asennekysymyksenä ja myös poliittisena ja taloudellisena kysymyksenä. Tutkimus tarjoaa näkemyksen siitä, miten yhteiskunnallisesti merkittävää ilmiötä voi lähestyä kielitieteen keinoin, ja osoittaa, miten mediatekstit ohjailevat tapoja puhua ajan ilmiöistä. Työkyvyn merkitys rakentuu kulttuurisessa ja sosiaalisessa kontekstissa, joka näyttäytyy tässä aineistossa erityisen suomalaisena. Diskurssi on jatkumoa aiempien vuosisatojen teksteille, ja se on yhä muuttuvaa. Työkyvyn rinnalla voidaankin puhua työhyvinvoinnista
48
Westin, Daniel. "Varsågod, här är din drömman! : Bilden av ideal manlighet i Veckorevyn: en ideationell analys och kritisk diskursanalys." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30341.
Full textAbstract:
The purpose of this essay is to examine the ideal image of masculinity in the monthly Swedish women magazine Veckorevyn, nr.2 2016. The intention is to explore how Veckorevyn’s own policy correspond to the construction of the ideal image of masculinity. The analysed material contains three texts from the same number of copy: two texts of which explicitly refers to masculinity and one text describing the feminist-policy of the magazine. The magazines feminist-policy is about the magazines work of changing sexist attitudes towards young women. The essay refers to a social constructivist perspective in defining gender and language. The method used is based upon Michael Halliday’s social semiotic approach SFG, systemic functional grammar, when analysing the text material, as well as Faircloughs critical discourse analysis. The results of the text analysis indicate that the image of masculinity presented in the magazine is closely connected to stereotypical ideas of men as sexually confident and independent. The analysed material contains a high level of material and relational processes, constructing a concrete, predefined and less negotiable image of masculinity towards the reader. The critical discourse analysis shows a high frequency of different discourses co-existing in the texts linked to the magazines ideal reader of young women: commercial/consumer-discourse (such as advertisements), health-discourse and men-women-discourse – all of which are closely linked to desire and consumption. These desire-discourses fail to relate to the magazines own feminist-policy, describing both men and women as stereotypically linked to sexuality and desire. The result of the critical discourse analysis indicates that the different discourses of the magazines own anti-sexist policy co-exist and collides with a sexist and stereotypical commercial/consumer-based discourse. These results adhere to previous research of Veckorevyn by Anja Hirdman (2001). The indications contribute in defining the Veckorevyn-magazine targeted to young women as a complex, contradictive and multi-discursive platform of ideas and values. According to Litosseliti (2006:121), the presence of the magazines own feminist-policy also risks producing new forms of sexism due to the magazines contradictive and stereotypical discourses.Syftet med denna uppsats är att undersöka den ideala bilden av manlighet i det svenska kvinnomagasinet Veckorevyn. Vidare undersöks hur Veckorevyns egna kravställande policy överensstämmer med konstruktionen av den ideala bilden av manlighet. Det analyserade materialet innehållet tre texter från samma upplaga av Veckorevyn nummer 2, 2016. Två texter som explicit refererar till manlighet och en text som beskriver Veckorevyns egna feministiska policy. Veckorevyns feministiska policy handlar om tidningens arbete mot skeva könsroller och att förändra sexistiska attityder gentemot unga kvinnor. Uppsatsen bygger på ett socialkonstruktivistisk perspektiv i definitionen av genus och språk. Metoden bygger på Michael Hallidays sociala lingvistiska angreppssätt SFG, systemisk-funktionell grammatik, i analysen av textmaterialet samt Faircloughs kritiska diskursanalys. Resultatet av textanalysen indikerar att bilden av manlighet som presenteras i Veckorevyn är nära förknippat med stereotypa idéer av män som sexuellt självsäkra och självständiga. Det analyserade materialet innehåller en hög andel materiella och relationella processer, vilket konstruerar en konkret, fördefinierad och mindre förhandlingsbar bild gentemot läsaren. Den kritiska diskursanalysen visar en hög frekvens av olika diskurser som samexisterar i texterna kopplade till tidningens läsarideal av unga kvinnor: kommersiell/konsument-diskurser (t.ex. reklam), hälso- och förbättringsdiskurser and män-kvinno-diskurser. Alla diskurser är nära sammanlänkade med begär och konsumtion. Dessa begärs-diskurser misslyckas med att relatera till Veckorevyns egna kravställande feministiska policy. Policyn undermineras i det analyserade materialet då både män och kvinnor länkas till stereotypa drag av sexualitet och begär. Detta ligger även i linje med tidigare forskning av Anja Hirdman (2001:257). Resultaten av den kritiska diskursanalysen indikerar att diskurserna av Veckorevyns egna anti-sexism- och feministiska policy kolliderar med en stereotyp kommersiell- och konsumentbaserad begärsdiskurs. Dessa resultat relaterar även till tidigare forskning av Veckorevyn av Anja Hirdman (2001). Sammantaget bidrar dessa indikationer till att ge en bild av Veckorevyns textproduktion riktat mot ett läsarideal av unga kvinnor som komplex, motsägelsefull och multidiskursiv plattform av idéer och värderingar. I likhet med Litosseliti (2006:121), kan Veckorevyns egna feministiska policy, som en del av en postfeministisk diskurs, bidra till att producera nya former av sexism med anledning av Veckorevyns motstridiga och stereotypa diskurser.
49
Saparas, Marcelo. "Representações metafóricas em títulos de filmes americanos e suas traduções para o português: um enfoque sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13597.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:22:35Z (GMT). No. of bitstreams: 1
Marcelo Saparas.pdf: 844572 bytes, checksum: 4b7773d6964dc9239ad21c270f3659db (MD5)
Previous issue date: 2012-10-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research deals with communication problems caused by cultural differences, especially what Tannen (1984 apud BYRNES, 1986) named 'conversational style'. Several studies show the importance of this factor, since it is not only a linguistic surface structure issue, but it also involves ingrained habits and customs of a linguistic community that wind up emerging within communication. The relationship between language and culture has been the object of extensive research, and it is now consensus that foreign language teachers should not only be concerned with the teaching of standard rules of grammar, but they should also encourage their students to become aware of the systematicity in such communication rules. In this context, considering that discourse is more of a development of a rhetorical argumentation than an expression of someone s thought, the conversational style can be understood as a tool used by speakers in such development or, in other words, in the interlocutor s persuasion. A fact that drew my attention was the frequent difference between titles of American movies and their translation into Portuguese, which I believed to be due to cultural issues. Therefore, in this context, involving rhetorical argumentation and persuasion resources, these titles could be considered metaphorical expressions that would culminate in the creation of some dominant metaphors. The objective of this research is to examine the construction of these dominant metaphors in the persuasive process of titles in Portuguese. To this end, it aims to answer the following research questions: a) What dominant metaphors do the titles in Portuguese suggest? b) What lexicogrammatical choices do the titles rely on? c) How is persuasion supported by the titles in both languages made? Methodologically, a(n) (Critical) Analysis of Discourse approach supplemented by methods of metaphor Analysis supported by Systemic Functional Grammar, a multi-functional theory (HALLIDAY, 1985), indicated by critical scholars of language as the most suitable one for this purpose (FOWLER, 1991; FAIRCLOUGH, 1992; CHARTERIS-BLACK, 2004)
Esta pesquisa trata de problemas de comunicação causados por diferenças culturais, em especial devidos ao que Tannen (1984 apud BYRNES, 1986) chamou de estilo conversacional . Várias pesquisas mostram a importância desse fator, já que ele não é meramente uma questão linguística de superfície, mas envolve em si arraigados usos e costumes de uma comunidade linguística, que acabam se externalizando na comunicação. A questão da relação entre língua e cultura tem sido objeto de muita pesquisa, e hoje é consenso de que professores de línguas não deveriam apenas se preocupar em ensinar as regras que explicam a norma gramatical de uma sentença, mas estimular seus alunos a tomarem consciência da sistematicidade das regras de comunicação. Nesse contexto, considerando que o discurso é muito mais um desenvolvimento de uma argumentação retórica, do que a expressão do pensamento de alguém, pode-se entender o estilo conversacional como sendo um instrumento utilizado pelos falantes nesse desenvolvimento ou, em outras palavras, na persuasão do interlocutor. Um fato que me chamou a atenção foi a frequente diferença entre os títulos de filmes americanos e sua tradução para o português, que pareceu-me ser devido a questões de natureza cultural. Portanto, nessa conjuntura, envolvendo argumentação retórica e recursos de persuasão, esses títulos sugerem ser expressões metafóricas que culminariam na criação de algumas metáforas dominantes. Assim, o objetivo desta pesquisa é examinar a construção dessas metáforas dominantes no processo persuasivo dos títulos em português. Para tanto, visa a responder às seguintes perguntas de pesquisa: (a) que metáforas dominantes sugerem os títulos em português? (b) de que escolhas léxico-gramaticais se valem os títulos americanos de filmes e sua respectiva tradução para o português? (c) como é feita a persuasão com apoio nos títulos nas duas línguas? Metodologicamente, uma abordagem de análise (crítica) do discurso e suplementada por métodos da análise da metáfora e tem o suporte da Gramática Sistêmico-Funcional, uma teoria multifuncional, de Halliday (1985), indicada por estudiosos críticos da linguagem como a mais adequada para esse fim (FOWLER, 1991; FAIRCLOUGH, 1992; CHARTERIS-BLACK, 2004)
50
Santos, Ana Lúcia dos. "Usos dos verbos ser e estar no português brasileiro: uma abordagem funcional." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19180.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-17T17:37:33Z
No. of bitstreams: 1
Ana Lúcia dos Santos.pdf: 4135002 bytes, checksum: 20fbc148a9654beeefd67a5c7a0913f6 (MD5)Made available in DSpace on 2016-10-17T17:37:34Z (GMT). No. of bitstreams: 1 Ana Lúcia dos Santos.pdf: 4135002 bytes, checksum: 20fbc148a9654beeefd67a5c7a0913f6 (MD5) Previous issue date: 2016-08-18
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
variation of uses of ser and estar verbs by brazilian speakers. It presupposes that the systemic units of a language acquire new functions when they are used in interpersonal relationships. The problem arises from the different functions acquired by these verbs that are not covered by systemic grammar rules of the portuguese language. The main goal of this paper is contribute with brazilian portuguese gramatical studies, and the specific goals are: 1. Describing the use of ser and estar verbs in the lexical dimension; 2. Verifying the uses of ser and estar verbs in the propositional dimension; 3. Finding the distinct functions updated in the pragmatic-discursive dimension, on resemantization and grammaticalization in the use of these verbs. The background of this research is that systemic and traditional grammar descriptions are not able to explain the variations of ser and estar in the brazilian portuguese actual use. This research is founded on moderate current of linguistic functionalism, according to Givón (1993), to whom language structure is not separated from its function. The adopted methodological procedure is qualitative, and the corpus was collected in both, writing and oral brazilian speakers uses. The analyses were carried out from the three dimensions proposed by Givón (1993) – lexical, propositional and pragmatic-discursive. The results indicate that, in the lexical dimension, the choice between ser or estar made in the vocabular content complies with lexical system; in the propositional dimension, these verbs partake of personal or impersonal sentences, as lexical verbs or by giving these sentences the notions of spatial location, companion, time, mode, equanimity, possession or quality; in the propositional dimension, duo to communicative purposes of language users, these verbs are grammaticalizated, becoming copula and auxiliary verbs, and ressemantizated, i. e., they acquire new meanings and functions that differ from those from vocabular content. It means that it is impossible to refer to pragmatic-discursive dimension without considering propositional and lexical dimensions. This research opens up new prospects of ser and estar studies given the variety of uses of these verbs
Esta dissertação está situada na área da gramática de língua portuguesa e trata da variação de uso dos verbos ser e estar por falantes brasileiros. Tem-se por pressuposto que as unidades sistêmicas de uma língua adquirem novas funções quando efetivamente usadas nas relações interpessoais. O problema tratado decorre das diferentes funções adquiridas por esses verbos que não são previstas pelas regras gramaticais sistêmicas da língua portuguesa. O objetivo desta pesquisa é contribuir com os estudos gramaticais do português brasileiro, e os objetivos específicos são: 1. Descrever o uso dos verbos ser e estar na dimensão lexical; 2. Verificar os usos dos verbos ser e estar na dimensão proposicional; 3. Buscar as diferentes funções atualizadas na dimensão pragmático-discursiva, relativas à ressemantização e à gramaticalização, no uso dos referidos verbos. Justifica-se a pesquisa realizada, pois as descrições sistêmicas e as da gramática tradicional relativas aos verbos ser e estar não dão conta das variações desses verbos no uso efetivo do português brasileiro. A pesquisa realizada está fundamentada na vertente moderada do funcionalismo linguístico, segundo Givón (1993), para quem a estrutura da língua não está desvinculada de sua função. O procedimento metodológico adotado é qualitativo, e o material de análise foi coletado tanto no uso escrito, quanto no uso oral de falantes brasileiros. As análises foram realizadas a partir das três dimensões propostas por Givón (1993) – lexical, proposicional e pragmático-discursiva. Os resultados obtidos indicam que, na dimensão lexical, a escolha entre ser ou estar é feita no conteúdo vocabular e atende ao que é previsto no sistema lexical; na dimensão proposicional, esses verbos participam de orações, pessoais ou impessoais, como plenos ou exprimindo, dentro das proposições, as noções de localização espacial, companhia, tempo, modo, equanimidade, posse ou qualidade; e, na dimensão pragmático-discursiva, em virtude das intenções comunicativas dos usuários da língua, esses verbos sofrem gramaticalizações, tornando-se copulativos ou auxiliares, e ressemantizações, ou seja, adquirem novos sentidos e funções que diferem dos previstos inicialmente no conteúdo vocabular. Desse modo, entende-se que é impossível se fazer menção à dimensão pragmático-discursiva, concernente ao discurso, sem considerar as dimensões proposicional e lexical. A pesquisa realizada abre novas perspectivas de investigação dos verbos ser e estar a partir da variedade de ocorrências desses verbos