Siga este enlace para ver otros tipos de publicaciones sobre el tema: Systemic grammar.
Tesis sobre el tema "Systemic grammar"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Systemic grammar".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
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.
Texto completoResumen
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.
2
Whitelaw, Casey. "Systemic features for text classification." Thesis, The University of Sydney, 2005. https://hdl.handle.net/2123/28097.
Texto completoResumen
This thesis applies Systemic Functional Linguistics (SFL) to the automatic analysis
of text. SFL is a theory that describes language use primarily in terms of meaning.
While widely used for text generation, the difficulty of complete automatic SFL
analysis has kept it out of the text analysis mainstream. This thesis presents a new
partial analytical model for SFL, designed to allow domain—specific systemic models
to be used in shallow processing for text classification.
In this model, language use in a document is identified through the use of a
systemic extractor, for which algorithms are presented and shown to be fast7 eflicient
and scalable. Documents are then represented as a set of systemic features, which
leverage SFL theory to provide more meaningful representations. These systemic
features are used to perform supervised text classification using statistical machine
learning algorithms.
The properties of systemic features are explored in a series of case studies upon
different types of text classification tasks, using different parts of SFL. Systemic
features prove useful in identifying interpersonally close and distant documents; in
improving the classification of financial scams; and in the identification of positive
and negative opinion.
As presented in this thesis, language use described by SFL can be modelled and
extracted efficiently and used effectively in real—world text classification tasks.
3
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.
Texto completo
4
Stenglin, Maree K. "Packaging curiosities towards a grammar of three-dimensional space /." Connect to full text, 2004. http://hdl.handle.net/2123/635.
Texto completoResumen
Thesis (Ph. D.)--University of Sydney, 2004.<br>Title from title screen (viewed 14 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Includes bibliographical references. Also available in print form.
5
Hartigan, Julie Ann. "Semantic and pragmatic parsing based on systemic grammar and layered abduction /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906261165.
Texto completo
6
Zappavigna, Michele. "Eliciting Tacit Knowledge with a Grammar-targeted Interview Method." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1909.
Texto completoResumen
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”.
7
Zhang, Dongbing. "Negotiating Interpersonal Meaning in Khorchin Mongolian: Discourse and Grammar." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22835.
Texto completoResumen
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.
8
Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.
Texto completo
9
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.
Texto completoResumen
Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.<br>Bibliography: p. 742-762.<br>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.<br>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.<br>Mode of access: World Wide Web.<br>xxxv, 762 ill. +
10
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.
Texto completo
11
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.
Texto completo
12
Cheung, Ho Ming. "An analysis of three letter types in relation to field, tenor and mode of discourse." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/106.
Texto completo
13
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.
Texto completo
14
Patten, Terry A. "Interpreting systemic grammar as a computational representation : a problem solving approach to text generation." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19223.
Texto completo
15
Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
Texto completoResumen
Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第22540号<br>人博第943号<br>新制||人||224(附属図書館)<br>2019||人博||943(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(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<br>学位規則第4条第1項該当
16
Thomson, Elizabeth Anne. "Exploring the textual metafunction in Japanese a case study of selected written texts /." Access electronically, 2001. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070927.134630/index.html.
Texto completo
17
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.
Texto completo
18
Fukuhara, Midori. "Cohesion and participant tracking in Japanese an interpretation based on five registers /." Phd thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/82502.
Texto completoResumen
"May 2002"<br>Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, Department of Linguistics, 2003.<br>Bibliography: p. 399-419.<br>Introduction -- Brief overview of above-clause analysis in Japanese -- Methodology and conventions of analysis -- Marco Polo text -- Bean Scattering Day text -- University lecture text -- Family conversation text -- Generalisation and a university tutorial text -- Conclusion.<br>This thesis is concerned with the construction of texture in Japanese, in particular with resources related to the general area of cohesion and particular aspects of participant tracking. An investigation is here presented as to the degree to which conventional views adequately represent Japanese in the light of authentic data. Such statements as "WA marks Given information", "GA marks New information", "zero is a pronoun in Japanese" are common throughout the literature characterising Japanese texts, but there is reason to believe that they stem, at least in part, from a naive transfer of English grammars, in particular, those with a narrow focus on the sentence. This thesis proposes a new framework for the description of Japanese; and in this proposal, an essential dimension is a detailed account of relevant contextual factors, both linguistic and nonlinguistic. The aim is to offer a description of Japanese more defensible to Japanese speakers, that is, to represent Japanese "in its own terms". -- Chapter 1 sets out problems and issues in the related literature on Japanese cohesion. It also addresses issues that are seen to be most pressing in relation to the description of Japanese. The chapter gives a brief account of the resources for cohesion and referential tracking and the particular deployment in Japanese, so that it offers a provisional account of the meaning potential for Japanese speakers. -- Chapter 2 reviews several standard treatments of cohesion and participant tracking in Japanese. This review is organised around two different kinds of resources, that is, those pre-predicate elements (such as WA, GA and other particles), and those post-predicate elements (such as conjunctive particles and certain sentence final expressions). -- Chapter 3 explains the method undertaken here and the conventions of analysis employed in subsequent desclipiions of texts from five separate contexts. Methods are set so as not only to view choices synoptically, but also to try to give careful description of choices in the logogenetic reality of text. That means the choices are viewed as being available to the speaker, writer or reader, as they unfold in text time. -- In each of Chapters 4,5,6 and 7, one of the following four texts, a (1) Marco Polo Text, (2) Bean Scattering Day Text, (3) University Lecture Text and (4) Family Conversation Text, is analysed and discussed in detail. The texts are chosen for the detailed examination of four different registers, representing a continuum from most written-like to most spoken-like, as well as continua of other kinds (like hierarchically differentiated social distance and formality differentiated). Each chapter has two major components, the first of which looks at subject realisations from the perspective of referential progression, and the second of which looks at the text from the perspective of subjectJreferent sequencing. Furthermore, these issues concerning subject are mapped against the macro structures individually for the three "writerly" texts (Texts (1) - (3)). -- In Chapter 8, generalisations are proposed, based on the results of the investigations of these four texts; and then, those principles, as they have emerged from the preceding arguments, are tested on a further study: (5) the University Tutorial Text, a text which combines characteristics across the continuum from most written to most spoken. (It is both strongly dialogic as well as involving sustained spoken 'turns'.) In Chapter 9, findings of the analytical chapters are further distilled. The outline for a new, although provisional, model of cohesion in Japanese is set out. These findings suggest future directions for research projects as well.<br>Mode of access: World Wide Web.<br>xix, 591 p
19
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.
Texto completoResumen
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
Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.
Texto completoResumen
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.
21
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.
Texto completoResumen
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.
22
Lavie, René-Joseph. "The Analogical Speaker or grammar put in its place." Phd thesis, Université de Nanterre - Paris X, 2003. http://tel.archives-ouvertes.fr/tel-00144458.
Texto completoResumen
Putting a priority on the study of linguistic dynamics i) eases their understanding with respect to each other and ii) 'explains' grammatical properties as a side effect. No disjunction between a grammar (today) and the dynamics (to morrow ?). The levers are analogy and proximality : some accesses are proximal (= cheaper), others are more costly. A precise and operable model of linguistic productivity consists of :<br />- a statics, the 'plexus', inscriptions that are meshed, exemplarist, and contextual. Among 'empty' terms (free of properties), 'copositionings' take place.<br />- dynamics which are cognitively founded. The syntactic analysis of an uterance is redefined as structure mappings piled up onto one another. <br />'Systemic productivity' obtains in pluridimensional paradigms and is explained without syntactic features (they are artifactual and their learnability is questionable). A model of acquisition predicts the sigmoid curves which are general empiry in acquisition.
23
Henderson-Brooks, Caroline Kay. ""What type of person am I, Tess?" the complex tale of self in psychotherapy /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/22504.
Texto completoResumen
Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.<br>Bibliography: p. 319-326.<br>Introduction: the complex tale of self in psychotherapy -- Literature review -- Introduction to the corpora and general linguistic analysis -- Introduction to the lexicogrammatical analysis of scripts, chronicles and narratives -- Chronicles: this is my normality: the complex tale of the everyday -- Scripts: I am not normal: the complex tale of alienation -- Narratives: this is how I would like normal to be: the complex tale of normality as imagination and memory -- A complex tale of normality: lexicogrammatical features across scripts, chronicles and narratives -- The contexts of psychotherapy -- Generic structure -- A complex tale of self.<br>This thesis investigates the complex tales of self which emerge from conversations between psychotherapists and patients with borderline personality disorder. These patients struggle in establishing a border between themselves and significant others, which is itself fundamental to a deeper construal of their own existence. They are being treated within the Conversational Model of psychotherapy. The model is strongly oriented to techniques based on language and linguistic evidence and thus offers a linguistic site at which the study of the complex interaction of self and language can be made tractable.--Within a broad corpus of transcribed audio recordings of patient-therapist discourse, the principal focus of my linguistic study is the Conversational Model's claims about three conversational types-Scripts, Chronicles and Narratives. According to Meares, they present 'self as shifting state in the therapeutic conversation' (1998:876). The thesis investigates a selection of texts to represent these three conversational types, which I have chosen according to the claims in the Conversational Model literature. It tests the evidence of Meares' claims concerning the semantic characteristics which distinguish the three conversational types, as well as the linguistic evidence concerning the claims of change in the self in particular the presentation of 'self as shifting state' (1998:876). To achieve the levels of complexity required for this linguistic study of self, this thesis uses Systemic Functional Linguistics, which has a social, interactional orientation and a multidimensional and in particular, multistratal approach. The research demonstrates that therapeutically relevant aspects of the self can be productively described, across linguistic strata, in a consistent and reproducible way as a construction of meaning. The meanings which speakers offer in wordings can provide a reliable index for evaluating the emergence and maintenance of self. The Conversational Model's 'conversations' are confirmed as linguistically distinguishable text types and the research further shows that key terms of the Conversational Model can be defended theoretically on the basis of linguistic evidence, for example, the contrastive linearlnon-linear. Together the findings describe the complexity in the tale of self.--This investigation of the Conversational Model data also tests the claims of a functional linguistics at the same time that it evaluates the Conversational Model with respect to that model's consistent appeals to language as evidence. It establishes an opportunity to extend the dialogue between linguists and practitioners of the Conversational Model: the tools of the one group increase the reflective capabilities of the other.<br>Mode of access: World Wide Web.<br>xx, 385 p. ill
24
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.
Texto completo
25
Hauff, Thomas R. "An assessment and application of the systemic linguistic model of verbal aspect in the New Testament proposed by Stanley E. Porter." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Texto completo
26
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.
Texto completoResumen
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.<br>Thesis (Masters)<br>Master of Education and Professional Studies Research (MEdProfStRes)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
27
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.
Texto completoResumen
"November 2001".<br>Thesis (PhD)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2002.<br>Bibliography: p. 285-291.<br>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.<br>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).<br>Mode of access: World Wide Web.<br>v, 291 p. ill
28
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/.
Texto completoResumen
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.<br>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.
29
Fukuhara, Midori. "Cohesion and participant tracking in Japanese : an interpretation based on five registers /." Online version, 2002. http://bibpurl.oclc.org/web/33300.
Texto completo
30
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.
Texto completo
31
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.
Texto completoResumen
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.
32
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.
Texto completo
33
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.
Texto completoResumen
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.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
34
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.
Texto completoResumen
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.<br>Thesis (PhD (Linguistics and Literary Theory))--North-West University, Potchefstroom Campus, 2012
35
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.
Texto completoResumen
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.
36
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.
Texto completoResumen
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-23T00:44:21Z (GMT). No. of bitstreams: 1
247325.pdf: 29801506 bytes, checksum: b0e2aa1f9aeafd83017a9c9c5c555613 (MD5)<br>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.
37
Christianopoulos, Victor Steve. "A media discourse analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014615X.
Texto completo
38
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.
Texto completoResumen
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.
39
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.
Texto completoResumen
Philosophiae Doctor - PhD<br>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).
40
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.
Texto completoResumen
Philosophiae Doctor - PhD<br>Working with Arab students pursuing a degree in English Language and Translation at the Taiz
University, Republic of Yemen, has brought to the researcher‟s attention a number of errors or problems
encountered in Arabic to English translation. This study aims to investigate the problems encountered by
student translators (STs), novice translators (NTs) as well as more experienced translators (Ts) while
translating from Arabic into English. The study starts with the assumption that Arabic and English belong
to different families of languages and thus there is rarely a word-for-word equivalence in both languages.
The present study is cross-sectional in nature. It is based on empirical data collected from several
categories of translators. In other words, the data was collected from fourth-year students in the
department of English and Translation in the Faculty of Arts, Taiz University, as well as five
NTs who have previously graduated from this department and are currently working in a number
of accredited translation offices in Taiz. The study also investigates the challenges faced by Ts.
For this purpose, a novel, a tourist brochure, an editorial, and three academic abstracts all
translated by established publishing houses and translation centres in and outside Yemen are
examined. These texts are analyzed to determine to what extent the problems faced by STs and
NTs reoccur in published translations produced by Ts.
For its conceptual framework, the study adopts an eclectic approach that does not stick rigidly to
a particular paradigm but rather draws upon multiple linguistic and translation theories.
However, it is mainly based on Halliday‟s Systemic Functional Grammar (SFG) and the
problems have been classified along his taxonomy of meaning metafunctions into ideational,
interpersonal and textual. Extra-textual problems are also analyzed. Several SFG-based
translation models such as Hatim and Mason‟s (1990) sociometic model, House‟s (1977, 1997)
translation quality assessment model, Hervey et al. (1992) register analysis model and Baker‟s
(1990) equivalence model are also employed in the study to help the researcher examine the
problems encountered in Arabic-English translation within those four categories. In addition, Nord‟s functional model to translation which is based on Skopos theory is also taken into
consideration although to a minimum extent.
In addition to the analysis of translations produced by various categories of translators, the study
uses several triangulation research tools such as questionnaire, Thinking Aloud Protocols
(TAPs), retrospective interviews, and classroom observation. These tools are employed to assist
the researcher to identify the possible causes for the problems the STs, NTs, and Ts experience
from the perspective of the participants themselves. The current translation programme at Taiz
University is also analyzed to determine to what extent it contributes to the poor performance of
the student translators and would-be translators.
The study concludes that STs, NTs and even Ts encounter several problems at the ideational,
interpersonal and textual levels. They also encounter problems at the extra-textual stratum. The
study attributes these problems to structural and cultural differences between the two languages,
the reliance on the dictionary rather than the meaning in use of lexical items, the differences in
the cohesion and coherence systems of Arabic and English, the negligence of the role of context
in translation as well as unfamiliarity with text-typologies and genre conventions. In other
words, participants follow a bottom-up approach in translation and come close to the source text
translating it literally. This approach is very damaging because it ignores the fact that the three
metafunctions might be realized differently in the two languages.
Furthermore, the study concludes that the manner in which translation is taught at Taiz
University as well as the syllabus contribute mainly to the lack of translation competence of the
student translators and would-be translators. The programme is inadequate and it needs urgent
review and improvements. The present syllabus does not keep abreast with the latest theoretical
and practical developments in the discipline of translation as well as neighbouring disciplines
such as contrastive linguistics, text-analysis, discourse analysis, corpus linguistics and the like.
As for methodology, the study concludes that it is the transmissionist (teacher-centred) teaching approach rather than the transformational (learner-centred) which is commonly used in teaching
translation. As a result, the read-and-translate approach dominates the scene and no tasks,
activities, or projects are given to the STs.
The study provides some recommendations, which if implemented, can be useful in enabling
Yemeni and Arab universities to improve the competence among student translators in order to
improve translation teaching at academic level.
A major contribution of this study is the description and classification of translation problems in
Arabic-English translation on the basis of meaning systems. Unlike traditional descriptive error
analysis, which is widely used to analyze the translation product, SFG-based text analysis
provides a systematic description of translation problems which allows a precise articulation of
the nature of problems that would otherwise be explained simply as translations which “sound
unnatural or awkward” (Kim 2008; Yallop 1999). As far as the researcher knows, no study in
the Arab world has yet tackled translation problems from this perspective. Other studies have
tackled deviated forms produced by students or translators using an error analysis technique
rather than a holistic approach based on solid theoretical knowledge.
In other words, while most other studies focused on specific „errors‟ and error analysis and ended
at that, the present study does not only looks at „errors‟ as „difference‟ (from contrastive
analysis) but rather from several perspectives. It is also more comprehensive by triangulating
several sources of data and pooling them together for a more informed understanding.
41
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.
Texto completoResumen
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.
42
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.
Texto completoResumen
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.
43
Choi, Wai Kuan. "Translation shifts of speech roles and modality in legislative and business texts." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586619.
Texto completo
44
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.
Texto completoResumen
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.
45
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.
Texto completo
46
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.
Texto completo
47
Kim, Mira. "A discourse based study on Theme in Korean and textual meaning in translation." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/13281.
Texto completoResumen
Thesis by publication.<br>Thesis (PhD)--Macquarie University, Department of Linguistics.<br>Includes bibliographical references.<br>Introduction -- Translation error analysis: a systemic functional grammar approach -- Systemic functional approach to the issues of Korean theme study -- A corpus based study on the system of THEME in Korean -- Using systemic functional text analysis for translator education: an illustration with a foucus on the textual meaning -- Readability analysis of community translation: a systemic functional approach -- Conclusion.<br>Most linguistic communities have textual resources for organizing experiences into coherent text. The way that the resources are used may not be the same but vary from one language to another. This variation can be a source of translation difficulty in rendering a natural-reading translation. This thesis investigates the question of how the choices of Theme, which is one of the main textual resources, have an impact on textual meaning in translation between English and Korean. -- The premise underlying the study is that a translation that is not inaccurate in lexical choices may still read as unnatural to the target readers if a careful consideration is not given to Theme choices at the clause level and Thematic development at the text level in the source and target texts. This assumption is derived from systemic functional linguistic (SFL) theory, which postulates that Theme at the clause level plays a critical role in constructing a text into a coherent linear whole at the text level. This brings in another equally important question of the study: how Theme works in Korean. No research has been done to investigate the system of THEME in Korean from a systemic functional point of view or on the basis of extensive discourse analysis across a range of registers. Therefore, this study investigates the THEME system in Korean using a corpus consisting of a number of authentic Korean texts in three different text types. -- These two coherent questions are investigated in five self-contained journal articles included in the thesis. Two of them have been published (Chapters 2 and 5), one has been submitted for publication (Chapter 6) and the other two will be submitted (Chapters 3 and 4). The journal article format for thesis has recently been introduced at Macquarie University as an approved alternative to the traditional thesis structure.<br>Chapter 1 introduces a number of preliminary issues for, and information relevant to, the study such as research questions and background, the corpus, the underlying theoretical assumption and anticipated contributions to this area of research. Chapter 2 is a report of a pilot-project that motivated the current study. It discusses how to use text analysis based on systemic functional grammar to analyze translation errors/issues and provides systematic explanations relating to such issues. Chapter 3 reviews issues that have been raised by Korean linguists in relation to the study of Theme in Korean and provides suggestions on how to resolve these issues drawing on systemic functional theory. Chapter 4 describes the features of Korean THEME system based on the analysis of clausal Themes and thematic development of 17 texts of the corpus. Chapter 5 is a discussion about the pedagogical efficiency of using systemic functional text analysis for translator education with a particular emphasis on the textual meaning in translation. Chapter 6 attempts to analyze the readability issue of community translations in Australian context. Chapter 7 concludes the thesis with a number of suggestions for further study. --As the research investigates the question of textual meaning in translation, which has not been rigorously studied, and the question of Theme in Korean, which has never been studied on the basis of a corpus and of discourse analysis, it is anticipated that this work will make considerable theoretical and practical contributions in both fields.<br>Mode of access: World Wide Web.<br>xiv, 329 leaves ill. (some col.)
48
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.
Texto completoResumen
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.
49
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.
Texto completoResumen
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.
50
Deane, Sharon Louise. "Confronting the retranslation hypothesis : Flaubert and Sand in the British literary system." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5494.
Texto completoResumen
The phenomenon of retranslation (the repeated translation of a given work into a given target language) is widespread in practice, and yet its motivations remain relatively underexplored. One very prevalent justification for this repetitive act is encapsulated in the work of Antoine Berman who claims that an initial translation is necessarily 'aveugle et hésitante' (1990: 5), while retranslation alone can ensure 'la « révélation » dřune oeuvre étrangère dans son être propre à la culture réceptrice' (1995: 57). This dynamic from deficient initial translation to accomplished retranslation has been consolidated into the Retranslation Hypothesis, namely that 'later translations tend to be closer to the source text' (Chesterman, 2004: 8, my emphasis). In order to investigate the validity of the hypothesis, this thesis undertakes a case study of the British retranslations of Flaubert's Madame Bovary and Sand's La Mare au diable. A methodology is proposed which allows the key notion of closeness to be measured on both a linguistic and a cultural axis. Given Flaubert's famous insistence on 'le mot juste', Madame Bovary serves as a basis for an examination of linguistic closeness which is guided by narratology and stylistics, and underpinned by Halliday's (2004) Systemic Functional Grammar. On the other hand, Sand's ethnographical concerns facilitate a study of cultural closeness: here, narrativity (Baker, 2006) informs an analysis of how Berrichon cultural identity is mediated through retranslation. In both cases, the thesis draws on paratextual material (Genette, 1987) such as prefaces and advertisements, and on extra-textual material, namely journal articles and reviews, in order to locate specific socio-cultural influences on retranslation, as well as highlighting the type and extent of interactions between the retranslations themselves. Ultimately, this thesis argues that the Retranslation Hypothesis is untenable when confronted with the polymorphous behaviour of retranslation, both within and without the text.