Relevant bibliographies by topics / Systemic linguistics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Systemic linguistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Systemic linguistics"

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Butler, Christopher S. "Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics." Functions of Language 20, no. 2 (September 6, 2013): 185–218. http://dx.doi.org/10.1075/fol.20.2.03but.

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The overall aim of this article is to explain why researchers working in Systemic Functional Linguistics and Cognitive Linguistics would benefit from dialogue with people working in psycholinguistics, and with each other. After a brief introduction, the positions on cognition taken in the Sydney and Cardiff models of Systemic Functional Linguistics are reviewed and critiqued. I then assess the extent to which Cognitive Linguistics has honoured the ‘cognitive commitment’ which it claims to make. The following section examines compatibilities between Systemic Functional and Cognitive Linguistic approaches, first outlining existing work which combines Hallidayan and cognitive perspectives, then discussing other potential areas of contact between the two, and finally examining the Cardiff model in relation to Cognitive Linguistics. The final section presents a collaborative view, suggesting that the ultimate aim of functionally-oriented (including cognitive) linguistics should be to attempt to answer the question ‘How does the natural language user work?’, and pointing out that collaboration between proponents of different linguistic models, and between linguists and researchers in other disciplines which study language, is crucial to this enterprise. Suggestions are made for ways in which dialogue across the areas of Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics could contribute to such a project.
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Abdulrahman Almurashi, Wael. "An Introduction to Halliday’s Systemic Functional Linguistics." Journal for the Study of English Linguistics 4, no. 1 (May 6, 2016): 70. http://dx.doi.org/10.5296/jsel.v4i1.9423.

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<p>Numerous theories have been successful in accounting for aspects of language. One of the most substantial theories is Halliday's Systemic Functional Linguistics (often SFL), which has been employed in the literature on linguistics and applied linguistics. This paper aims to introduce Halliday's SFL with a focus on an overview of SFL as a linguistic tradition largely developed by Michael Alexander Kirkwood Halliday (often M.A.K. Halliday). Furthermore, this introduction compares SFL to other linguistic traditions, such as the transformational generative linguistics represented by Noam Chomsky and Bloomfield's structural tradition. This research also explains the key elements of SFL, SFL as an applicable tradition, examples of the value of applying SFL in detail, and finally, presents the benefits associated with working with SFL as a communicative motivation in learning a language.</p>
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Gurzynski-Weiss, Laura. "Systemic Functional Linguistics as appliable linguistics." Linguistics and Education 22, no. 3 (September 2011): 300–301. http://dx.doi.org/10.1016/j.linged.2011.03.002.

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Li, Wen. "Perspectives from Systemic Functional Linguistics." Social Semiotics 29, no. 5 (October 11, 2018): 738–40. http://dx.doi.org/10.1080/10350330.2018.1532665.

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Rajagopalan, Kanavillil. "Hybridity in systemic functional linguistics." WORD 64, no. 2 (April 3, 2018): 130–33. http://dx.doi.org/10.1080/00437956.2018.1463004.

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Matthiessen, Christian M. I. M. "Register in Systemic Functional Linguistics*." Register Studies 1, no. 1 (April 26, 2019): 10–41. http://dx.doi.org/10.1075/rs.18010.mat.

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Abstract Christian M. I. M. Matthiessen elaborates on the Systemic Functional Linguistics (SFL) approach to register in this contribution to the inaugural issue of Register Studies. He is Chair Professor of the Department of English at the Hong Kong Polytechnic University, where he pursues a scholarly agenda that includes developing the theory of Systemic Functional Linguistics and applying it to text and discourse analysis, functional grammar, issues related to language evolution and typology, and comprehensive descriptive models of register. Throughout his career, Matthiessen has made major contributions to SFL theories and methods. Among his major works is Lexicogrammatical Cartography: English Systems (1995, International Language Sciences Publishers). More than any other scholar, Matthiessen has expounded on Halliday’s early ideas on register and applied SFL theory to describing models of register variation. He remains an active researcher in the area of register studies which includes his registerial cartography – the comprehensive and systematic description of the registers in a language. Matthiessen’s work has left an indelible mark on the theory and systematic study of patterns of register in language use.
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Wang, Wenfeng. "Perspectives from Systemic Functional Linguistics." Southern African Linguistics and Applied Language Studies 37, no. 3 (October 1, 2019): 262–65. http://dx.doi.org/10.2989/16073614.2019.1671883.

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Yang, Chao-guang. "Linguistics in a systemic perspective." Language Sciences 12, no. 1 (January 1990): 134–38. http://dx.doi.org/10.1016/0388-0001(90)90030-k.

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Zou, Hang. "On Linguistic Philosophy of Mikhail Bakhtin and Hallidayan Systemic Functional Linguistics." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 367. http://dx.doi.org/10.17507/jltr.0902.19.

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It is noteworthy that florid descriptions of interaction between linguistics and the philosophy of language are regularly inspired. In this paper, parallels have been drawn between Bakhtin’s philosophical perspectives and Hallidayan theoretical claims of Systemic Functional Linguistics (SFL). Through the analysis of Bakhtin’s theory of dialogism, heteroglossia, chronotope and metalinguistics, I argue that Hallidayan Systemic Functional Linguistic theory is compatible with Bakhtin’s philosophical perspectives to a great extent in terms of the close relations between speech genre and register, heteroglossia and appraisal theory as well as metalinguistics and metafunctions. It is safe to say that as a precursor, Bakhtin has a profound influence on socio-semioticians like Halliday who has expounded in linguistics.
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Cheng, Angus. "Linguistic Challenges in CLIL Assessments: A Perspective from Systemic Functional Linguistics." Journal of AsiaTEFL 18, no. 2 (June 30, 2021): 625–32. http://dx.doi.org/10.18823/asiatefl.2021.18.2.16.625.

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Dissertations / Theses on the topic "Systemic linguistics"

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Boer, Maria Ângela de Sousa. "Systemic linguistics and the grammar of the text." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24322.

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Resumo: Esta dissertação trata da inter-relação entre o estudo da gramática e o estudo do texto como entidade comunicativa. Nossa experiência com o ensino de análise de texto no terceiro grau tem demonstrado que o estudo do texto baseado na gramática tradicional não se integra com as abordagens funcionais de compreensão de texto, ou seja, o estudo da gramática nos moldes tradicionais não engendra a habilidade de compreensão e produção de texto. Acredita-se que este tipo de incongruência leva o aluno a pensar que o estudo da gramática é um aspecto distinto do da língua, não integrada ao texto como unidade de comunicação. Considerando este contexto, decidimos revisar a Lingüística Sistêmica. A preferência por esta teoria deve-se ao fato de que ela é uma teoria de língua em uso, como tal aborda o texto como unidade básica de comunicação e descreve o componente lingüístico à luz do que acontece no texto. A revisão da Lingüística Sistêmica, visa à realização de três objetivos: i) verificar como a Lingüística Sistêmica descreve o componente lingüístico como um todo, isto é, quais são os níveis do componente lingüístico; ii) verificar de forma mais detalhada como a Lingüística Sistêmica descreve o componente gramatical; iii) à luz da Lingüística Sistêmica, ressaltar os 'porquês' da incompatibilidade entre o estudo da gramática e as abordagens funcionais de compreensão de texto, e explicar as vantagens de se usar uma gramática funcional como base para compreensão de texto. Esses três objetivos determinam a organização do trabalho que será sub-dividido em três partes: i) revisão da descrição do componente lingüístico como um todo; ii) revisão do componente gramatical e aplicação da gramática à análise de três textos; iii) com base na descrição sistêmica da língua, abordagem sobre os aspectos lingüísticos que explicam os 'porquês' da incompatibilidade entre o estudo da gramática e as abordagens funcionais de texto, e explicação das características lingüísticas que fazem a gramática funcional tornar-se base eficiente para a análise de texto. Através da compreensão da Lingüística Sistêmica foi possível perceber e explicitar porque o estudo da gramática pode muitas vezes ser incompatível com as abordagens funcionais de texto. O fator principal é que a teoria de língua que subjaz na gramática tradicional é, muitas vezes, incompatível com as teorias de língua que subjazem nas abordagens funcionais de texto. Em termos gerais, a conclusão a que se chega é que a incompatibilidade entre a gramática tradicional e as abordagens funcionais de texto é conseqüência da incompatibilidade entre uma perspectiva especificamente sintagmática da gramática tradicional e a característica paradigmática do texto. Como se explica na última parte do trabalho, a perspectiva paradigmática orienta a configuração do sistema lingüístico como um todo, assim sendo, as abordagens que trabalham nos diferentes níveis lingüísticos e com diferentes unidades hierárquicas devem também seguir esta perspectiva, é a dimensão paradigmática que leva a descrição de um texto ao nível de seu conteúdo.
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Williams, James. "The mind, the brain, and systemic functional linguistics." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32889/.

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Modern cognitive science is characterized by a number of different proposals that aim to provide a means of conceptualizing cognitive systems, and stating the kinds of information that are needed to study the phenomenon from a number of different perspectives. Recently, there has been a growing trend to think about cognitive systems in terms of embodiment and embeddedness. These two factors emphasize, respectively, the role the body and the environment in shaping the nature of cognitive processes. However, what these theses currently lack is a well-articulated conceptual framework for guiding their work. Specifically, it lacks an explicit account of the types of levels of analysis that are needed to study cognition from these perspectives. This explicitness is a feature of alternative conceptions of the mind, the classical approaches and connectionist approaches that despite their differences, both draw upon the notions of computation and representation in explaining cognitive life. Where these proposals fall short is their lack of focus of the kinds of factors that motivate the embedded and embodied view. This thesis aims to fill this gap in the literature by beginning to develop an explicit conceptual framework for embodied and embedded cognition. It is proposed that such a framework can be based upon the principles of Systemic Functional Linguistics (SFL), a theory of language that considers communication in its eco-social context. Specifically, it proposes a number of levels of analysis that are useful for such a framework. Motivation for such a proposal is that: (1) both language and general cognition are semiotic systems, (2) they can both be described as dynamic, open systems, and (3) all the types of levels of analysis previously identified in cognitive science are also found in the SFL literature. This thesis, therefore, investigates whether such a cross-disciplinary application has the potential to be successful. In order to achieve the above goals, this thesis examines the following possible applications of notions from SFL to conceptual frameworks in cognitive science. Firstly, this thesis examines the theoretical notions of stratification, instantiation, delicacy and rank in SFL and then continues to outline their application to this neighbouring field. These are the levels of analysis indicated above. Stratification allows cognitive systems to be considered simultaneously at a number of different levels of interpretation. Specifically, it considers cognitive systems to consist of a neurophysiological system and a psychological system, i.e. a system of possible neurological states, and a system of possible cognitive acts. Delicacy describes these systems in more or less specific terms. Rank identifies the structural unit at which meaningful behaviour is taking place, and instantiation describes the interplay between observed instances and the underlying system. This last factor enables a dynamic view of cognition to be proposed. Furthermore, this thesis examines whether ideas from SFL concerning text-context interactions can prove useful for considering organism-environment interactions. The main proposal here is that the environment need not be considered as a vast, heterogeneous entity, but instead is itself a system involved in the creation of meaning. In this way, it can also be described along the dimensions discussed above, although at this stage only the notions of stratification and instantiation can be discussed in any depth. Also, it proposes that the environment can be described according to three environmental parameters: (1) the objective, that describes the objects and relations between them, (2) the relational, which describes relations between the individual and said objects, and (3) the goal, which provides the situation the individual is attempting to bring about. In this way structure can be brought to studies of cognitive embeddedness. Finally, this work considers the notion of abstraction in SFL as it relates to the dimensions of stratification, delicacy and rank. All of these have been described as operating over this relation, but this thesis argues that its meaning is different in each case. It argues this by considering the links between abstraction and the related notions of omission, generalization and decontextualization. In line with the overall goal of this work, it is proposed that a more explicit understanding of these terms can help the process of beginning to build the framework under discussion, by linking data to the overall framework. In sum, this thesis begins to develop a novel framework for cognitive science that is based upon the principles of Systemic Functional Linguistics. It is hoped that this work can bring some extra clarity to the notions of embeddedness and embodiment in cognitive science and show how cognitive systems may be studied from this perspective.
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Bowers, Susan. "Application of systemic functional linguistics to teaching L2 academic writing." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576653.

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Systemic Functional Linguistics (SFL) is a functional approach to grammar, originating with Michael Halliday (1985, An Introduction to Functional Grammar). This study looks at the effect of incorporating SFL ideas into a more traditional Communicative course, working with a teacher and students at the University of Barcelona. Classroom material was designed, based around texts from an exhibition on Darwin's 'The Origin of Species'. Two experimental groups and two control groups, from intermediate and advanced levels, taught by the same teacher, participated in the research. The experimental groups used the materials (representing about 10 hours of class time) in combination with their normal English course, while the control groups followed the traditional course only. The pre-test-post-test methodology involved the students in all 4 groups writing an essay before and after the course, and these texts formed the basis of the data analysis. The data analysis stage explored the use of the SFL concepts of Theme and Thematic progression (the way that the Themes are linked) within the organisation of the student texts, and the contribution of these features to the development of cohesion. The methodology was therefore quantitative, with some qualitative material in the form of questionnaires for the students and written feedback from the teacher. Quantitative results showed that the use of the materials, which were designed around a text-based approach to language learning, affected choices of both Theme type and Thematic progression. Within Theme type, interpersonal Theme changes were more apparent and more systematic (across all groups) than changes elsewhere, and may be linked to Thematic progression. Results for Thematic progression showed an increase in the number of post-test cross-referential Themes for both experimental and control groups, and a decline in the use of constant Theme for all groups except the intermediate control. An awareness and effective management of Thematic choice and progression, together with related cohesive devices within a text, are therefore interpreted as important features of academic writing, and explicit teaching of them appears to contribute to the production of more successful texts in this context. Overall, teacher and student responses were positive, especially in the case of the intermediate group: the materials were seen as challenging, but interesting and useful.
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Rudge, L. A. "Analysing British sign language through the lens of systemic functional linguistics." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/32634/.

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Approaches to understanding language via Systemic Functional Linguistics (SFL) have resulted in a compendium of literature focussing on language as a ‘social semiotic.’ One such area of this literature comprises systemic functional grammars: descriptions of various languages and the way in which they create meaning. Despite the application of SFL to numerous languages and the creation of systemic functional grammars, a common thread is that of modality: SFL has been applied to numerous languages in the spoken and written modalities, but not in any detail to languages in the visual-spatial modality. My thesis presents an initial attempt at analysing British Sign Language (BSL) through the systemic functional lens. Calling on various theories and methods found in sign linguistics and SFL, I perform an analysis on a sample of BSL clauses (N = 1,375) from three perspectives: how BSL manages exchanges of communication (the interpersonal metafunction); how BSL encodes aspects of experience and reality (the experiential metafunction); and how BSL may be organised to produce a coherent text with variance in information prominence (the textual metafunction). As a result, I present three sets of system networks based on these three metafunctions, complete with realisation statements and examples. This thesis provides considerable impact. From an academic perspective, this is the first in-depth systemic functional description of a language in the visual-spatial modality, providing insight both into how such languages function, and how analyses of these languages may feed back into those of spoken and written languages. From a social perspective, the BSL system networks can assist language learners of any level as a point of reference in clause construction. Furthermore, intermediate and higher BSL qualifications stipulate knowledge of sign linguistics as a required component, yet these assessments are based on resources that have not been updated in nearly twenty years. As such, the products of this thesis may go towards informing future BSL assessments.
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Bateman, John A. "Utterances in context : towards a systemic theory of the intersubjective achievement of discourse." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/19207.

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CASTRO, LIVIA MARIA AIRES DE. "WRITING, SCHOOL AND LITERACY: STUDENT TEXTS THROUGH APPRAISAL THEORY AND SYSTEMIC-FUNCTIONAL LINGUISTICS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24428@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho tem como objetivo investigar a produção escrita de alunos de ensino médio de uma escola pública da rede estadual do Rio de Janeiro, buscando observar as dificuldades em lidar com a modalidade escrita da língua, considerando que, muitas vezes, isso pode trazer consequências para a vida do indivíduo, dentro e fora do ambiente escolar. Na escola, a dificuldade com a escrita pode acarretar falta de interesse ou motivação, ao passo que, uma vez fora da escola, o indivíduo que tenha dificuldades em se envolver em práticas sociais de leitura e escrita pode ter menos chances de mobilidade social, além de ficar à margem da sociedade de um modo geral (Rojo, 2010, Soares, 1998). Observando a funcionalidade da linguagem e questões sociais e contextuais relativas ao seu uso (Halliday, 1994; Martin, 2001), esta pesquisa propõe as seguintes questões: 1) Que avaliações os alunos concluintes do ensino médio fazem acerca da escola, incluindo os sujeitos que ali agem, reagem e interagem? 2) De que maneira essa escola desempenha o seu papel como agência de letramento escolar? 3) Que relações podem ser levantadas entre escola e inclusão e exclusão social? O conjunto de dados gerados para este estudo consiste em redações escritas em sala de aula (N=30) por alunos do terceiro ano do Ensino Médio, de uma escola na zona oeste do Rio de Janeiro e respostas a um questionário online (N=11), enviado aos alunos após sua saída da escola, via rede social. Dados estatísticos acerca do desempenho de alunos brasileiros em avaliações de percurso, tais como PISA, SAEB e, sobretudo, matrizes de avaliação do ENEM, foram utilizados para examinar e classificar os dados. O sistema da avaliatividade e pressupostos sistêmico-funcionais possibilitaram a análise das avaliações que os alunos fazem da escola como comunidade, incluindo eles mesmos, e a investigação do grau de letramento escolar que apresentam em sua produção escrita. As respostas ao questionário forneceram informações acerca das atividades educacionais e/ou profissionais dos alunos depois de concluído o ensino médio, possibilitando a discussão de eventuais relações entre letramento escolar e a inclusão social. Os resultados da análise indicam que os alunos fazem uma avaliação da escola que oscila, muitas vezes, entre o positivo e o negativo, sobretudo quando se trata de Afeto, e que a instituição é personificada e valorizada pelo seu papel social sobre o educacional. Os demais membros da comunidade escolar, como professores e colegas, também são avaliados afetivamente. Quando as marcas linguísticas nos mostram Julgamento ou Apreciação, no entanto, a avaliação aponta para um posicionamento mais negativo do aluno em relação à escola. Os textos escritos dos alunos mostram ainda que estes apresentam um grau bastante incipiente de letramento escolar, mesmo após onze anos, em média, dedicados à conclusão da educação básica. Esses resultados levam à discussão sobre as interferências que as deficiências de letramento podem ter na vida dos indivíduos, que, como os alunos observados, podem enfrentar dificuldades para ingressar em instituições públicas de ensino superior e para obter colocações mais satisfatórias no mercado de trabalho.
The present study aims at investigating the written production of students at a public state school in Rio de Janeiro, in order to observe the difficulties in dealing with the written language modality, considering that these difficulties can frequently bring consequences to their lives, inside and outside the school context. At school, these difficulties can cause lack of interest or motivation, whereas out of school someone who has difficulty at engaging in social practices of reading and writing (Rojo, 2010; Soares, 1998) can have fewer chances of social mobility and be led into living on the edge of society. Considering the functionality of language as well as social and contextual issues related to its use (Halliday, 1994; Martin, 2001), this research proposes the following questions: 1) What evaluation do the graduating secondary school students make upon the school, including the individuals who act, react and interact there? 2) How does this school play its role as agency of school literacy? 3) What connections can be raised between school and social inclusion and exclusion? The set of data analyzed in this study consists of essays written by secondary students in their classroom (N = 30),and answers to an online questionnaire (N=11) sent to students after they have left school, via a social media. Statistical data about the performance of Brazilian students in national and international examinations, such as PISA, SAEB and especially ENEM, were used to examine and classify data. The Appraisal system and systemic-functional perspectives supported both the analysis of the evaluation that students make of the school as a community, including themselves, and the investigation of the degree of literacy that they present in their written production. Answers to the questionnaire provided information about the educational and/or professional activities of the students after their conclusion of secondary school, adding material for the discussion of possible relations between school literacy and social inclusion. Results of the analysis indicate that students make an evaluation of the school that often varies between positive and negative, especially when related to Affection, and that the institution is personalized and valued by its social role over the educational one. Other members of the school community, such as teachers and peers, are also affectively evaluated. However, when linguistic evidences show Judgement or Appreciation, the evaluation points to a more negative positioning of students in relation to school, especially as an agency of literacy. Students texts also show that they present a very incipient degree of literacy, even after having spent nearly eleven years at school. These results lead into a discussion about the interference that literacy deficiencies can have on people s lives, such as the students who participate in this research, who can face difficulties to enter public universities and to have better jobs or careers.
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Mouedden, Ahmed. "Linguistic models, linguistic-stylistic analysis and the teaching of the English language through text types to very advanced Moroccan university students." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282204.

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Wong, Lai-wing, and 王麗榮. "The application of systemic functional linguistics to theteaching of evaluative writing at matriculation level =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37609531.

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Abuhasan, Wlla. "Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41941.

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This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers. The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position. Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.
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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.

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Philosophiae Doctor - PhD
This 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).
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Books on the topic "Systemic linguistics"

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Cha, Jin Soon. Theoretical concepts in systemic linguistics. Seoul: Bansok Publishing Co., 1987.

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Christopher, Butler. Systemic linguistics: Theory and applications. London: Batsford Academic and Educational, 1985.

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Cha, Jin Soon. Theoretical concepts in systemic linguistics. Seoul: Bansok Publishing Company, 1987.

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Benson, James D., Michael J. Cummings, and William S. Greaves, eds. Linguistics in a Systemic Perspective. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/cilt.39.

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

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Systemic linguistics: Theory and application. London: Batsford, 1986.

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

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

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

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

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Book chapters on the topic "Systemic linguistics"

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

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Ramírez-Verdugo, María Dolores. "Corpus Linguistics, Learner Corpora, and Systemic Functional Linguistics." In Intonation in L2 Discourse, 24–37. New York : Routledge, 2021. | Series: Routledge studies in applied linguistics: Routledge, 2021. http://dx.doi.org/10.4324/9781003041351-4.

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Burns, Anne, and John Knox. "Realisation(s): Systemic-Functional Linguistics and the Language Classroom." In Educational Linguistics, 235–59. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_14.

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Matthiessen, Christian M. I. M. "Semantics for a systemic grammar." In Linguistics in a Systemic Perspective, 221. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/cilt.39.10mat.

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Koller, Veronika. "Discourse analysis and systemic functional linguistics." In Researching Discourse, 54–76. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367815042-5.

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Ryshina-Pankova, Marianna. "Systemic Functional Linguistics and L2 Pragmatics." In The Routledge Handbook of Second Language Acquisition and Pragmatics, 255–71. London: New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351164085-17.

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Harman, Ruth. "Transforming Normative Discourses of Schooling: Critical Systemic Functional Linguistics Praxis." In Educational Linguistics, 1–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_1.

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Harman, Ruth. "Bringing It All Together: Critical Take(s) on Systemic Functional Linguistics." In Educational Linguistics, 243–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_12.

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Bradley, Travis G., and Ann Marie Delforge. "Systemic Contrast and the Diachrony of Spanish Sibilant Voicing." In Historical Romance Linguistics, 19. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/cilt.274.04bra.

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Ottósson, Kjartan G. "The diffusion of systemic changes through the inflectional system: Evidence from person-number inflection in the Nordic languages and German." In Linguistik Aktuell/Linguistics Today, 329–56. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/la.113.13ott.

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Conference papers on the topic "Systemic linguistics"

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

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Saffura, Aisyah Hafsah. "Analysis of Nominalization in Proceeding Abstract in Linguistics (Systemic Functional Linguistic Approach)." In Proceedings of the Fifth Prasasti International Seminar on Linguistics (PRASASTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/prasasti-19.2019.7.

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

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Bykova, Galina. "THE EXPLANATORY POWER OF SYSTEMIC LINGUISTICS OF G.P.MELNIKOV FOR INTERNATIONAL RELATIONS." In NORDSCI International Conference. SAIMA Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/19.

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

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Wiratno, Tri. "Translating Texts by Means of Discourse Analysis Informed by Systemic Functional Linguistics." In Proceedings of the Fifth Prasasti International Seminar on Linguistics (PRASASTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/prasasti-19.2019.3.

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Zha, Yiwen. "Marked Themes in WKU Student Writing: A Systemic Functional Linguistics-based Analysis." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.5.

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Cheng, Kejuan. "Two English Versions of “Changgan Xing”: a Systemic and Functional Linguistics Interpretation." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.069.

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

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

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Reports on the topic "Systemic linguistics"

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Karam, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat, and Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41026.

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The emergence of modern complex systems is often exacerbated by a proliferation of information and complication of technologies. Because current complex systems challenges can limit an organization's ability to efficiently handle socio-technical systems, it is essential to provide methods and techniques that count on individuals' systems skills. When selecting future employees, companies must constantly refresh their recruitment methods in order to find capable candidates with the required level of systemic skills who are better fit for their organization's requirements and objectives. The purpose of this study is to use systems thinking skills as a supplemental selection tool when recruiting prospective employees. To the best of our knowledge, there is no prior research that studied the use of systems thinking skills for recruiting purposes. The proposed framework offers an established tool to HRM professionals for assessing and screening of prospective employees of an organization based on their level of systems thinking skills while controlling uncertainties of complex decision-making environment with the fuzzy linguistic approach. This framework works as an expert system to find the most appropriate candidate for the organization to enhance the human capital for the organization.
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Moore, Robert C., and Michael H. Cohen. A Real-Time Spoken-Language System for Interactive Problem-Solving, Combining Linguistic and Statistical Technology for Improved Spoken Language Understanding. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada270901.

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Bilovska, Natalia. HYPERTEXT: SYNTHESIS OF DISCRETE AND CONTINUOUS MEDIA MESSAGE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11104.

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In the article we interpret discrete and continuous message as interrupted and constant, limited and continual text, which has specific features and a number of differences between traditional (one-dimensional) text and hypertext (multidimensional). The purpose of this study is to define the concept of “hypertext”, consideration of its characteristics and features of the structure, similarities and differences with the traditional text, including the message in the media and communication. To achieve the goal of the study, we used a number of methods typical of journalism. Empirical analysis enabled a generalized description of the subject of study, which allowed to know it as a phenomenon. With the help of generalization the characteristic and specific regularities and principles of hypertext were studied. The system method is used to identify the dependence of each element of hypertext on its place in the text system as a whole. The retrospective method helped to understand the preconditions for the emergence of hypertext, to trace the dynamics of its development. General scientific methods (analysis, synthesis, induction, deduction) made it possible to formulate the conclusions of the study. Thanks to hypertext and the hypertext systems, the concept of virtual reality has gained tangible meaning. In hypertext space, virtuality organically complements reality. The state of virtuality, in this case, becomes the concept of hyperreality, and all this merges into a single whole in the space of computer text. Due to its volume and multidimensionality, hypertext can arouse scientific interest as an interdisciplinary discipline. In today’s world, the phenomenon of hypertext has been the subject of numerous discussions, conferences and research in the field of social communications, linguistics and psychology. Today, a significant number of organizations conduct large-scale research based on the concepts of hypertext associations and associative navigation.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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