Letteratura scientifica selezionata sul tema "Systemic functional linguistics (SFL)"
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Articoli di riviste sul tema "Systemic functional linguistics (SFL)"
Abdulrahman Almurashi, Wael. "An Introduction to Halliday’s Systemic Functional Linguistics". Journal for the Study of English Linguistics 4, n. 1 (6 maggio 2016): 70. http://dx.doi.org/10.5296/jsel.v4i1.9423.
Testo completoMatthiessen, Christian M. I. M. "Register in Systemic Functional Linguistics*". Register Studies 1, n. 1 (26 aprile 2019): 10–41. http://dx.doi.org/10.1075/rs.18010.mat.
Testo completoMatthiessen, Christian M. I. M. "Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches". DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 28, spe (2012): 435–71. http://dx.doi.org/10.1590/s0102-44502012000300002.
Testo completoSteiner, Erich, Bo Wang, Christian M. I. M. Matthiessen e Yuanyi Ma. "Bridging boundaries between systemic functional linguistics and translation studies". Linguistics and the Human Sciences 14, n. 3 (26 marzo 2021): 218–36. http://dx.doi.org/10.1558/lhs.19337.
Testo completoPasaribu, Arsen Nahum, Erika Sinambela e Sondang Manik. "The Contributions of Systemic Functional Linguistics to Literary Text Analysis". International Journal of Linguistics, Literature and Translation 3, n. 9 (30 settembre 2020): 81–86. http://dx.doi.org/10.32996/ijllt.2020.3.9.8.
Testo completoHutasuhut, Seriani, e Octa Vina Harahap. "Students’ Application of Systematic Functional Linguistics on EFLs’ Blog Website". English Education : English Journal for Teaching and Learning 9, n. 02 (31 dicembre 2021): 207–20. http://dx.doi.org/10.24952/ee.v9i02.4807.
Testo completoPineh, Aiyoub Jodairi. "A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics". International Journal of Linguistics 8, n. 2 (7 aprile 2016): 12. http://dx.doi.org/10.5296/ijl.v8i2.9273.
Testo completoAlvin, Leong Ping. "The thematic structure of homepages: An exploratory systemic-functional account". Semiotica 2016, n. 210 (1 maggio 2016): 105–27. http://dx.doi.org/10.1515/sem-2016-0048.
Testo completoKhote, Nihal, e Zhongfeng Tian. "Translanguaging in culturally sustaining systemic functional linguistics". Positive synergies 5, n. 1 (10 gennaio 2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.
Testo completoChen, Jing. "On Re-instantiation of Literary Dialects: A Systemic Functional Approach". Theory and Practice in Language Studies 9, n. 6 (1 giugno 2019): 706. http://dx.doi.org/10.17507/tpls.0906.14.
Testo completoTesi sul tema "Systemic functional linguistics (SFL)"
Adetomokun, Idowu Jacob. "A systemic functional linguistics (SFL) analysis of Yoruba students’ narratives of identity at three Western Cape universities". Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3290.
Testo completoThere has been a great deal of research exploring Halliday’s (1978, 1994, 2004)Systemic Functional Linguistic (SFL) approach. However, there has been little work that specifically targets SFL to explore African discourse. Systemic Functional Linguistics (SFL) views language as “social semiotic”, that is, language is functional in terms of what it can do or what can be done with it; and semantic in that it is used to make meanings (Halliday’s, 1978). This study explores SFL to analyse narratives of identity as told by Yoruba students at three Western Cape Universities: University of the Western Cape (UWC), University of Cape Town (UCT) and University of Stellenbosch (SUN). This research is both quantitative and qualitative in outlook and results of the study are presented. I used the qualitative method to collect and analyse the data; but a certain amount of quantitative analysis was presented as well in order to determine the predominant identity options favoured by the students. A total of 14 Yoruba students were interviewed for data collection which was analysed with SFL interpersonal metafunction theoretical approach. Specifically, the study examines linguistic choices that the students utilize to maintain and reconstruct their identities in Cape Town. This concentrates on the aspects of Mood component combining Subject and Finite element, Residual component comprising Predicator, Complement and Adjunct as well as Modality in participants’ narratives. Besides, an important aspect of the study was the consideration given to ethical issues. Analyses are presented on tables showing the frequencies of the interpersonal elements as configuration for preference use of different Subjects, Finites, Predicators, Complement and Adjuncts to either strengthen or weaken positions. Equally, the metaphorically expressions of objectivity to highlight the continuities and contradictions in the students’ narratives of identity in the diaspora was considered. These serve as interpersonal elements used by participants for stylizing and personalizing different identities options. Also, the study presents how the students organize their message for cohesion/coherence in their narratives. Thus, SFL establishes how the linguistic choices of the students reflect identity options in their new environment. The study shows the strengths of systemic-functional approach in its integration of what the students said, with what they might mean within the situation in which they said them. Finally, I conclude that these elements of interpersonal metafunction framework make participants’ narratives coherent while revealing the different identities they appropriated in the diaspora.
Abuhasan, Wlla. "Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41941.
Testo completoHodgson-Drysdale, Tracy. "Teaching Writing Informed by Systemic Functional Linguistics: "I never would have thought of doing that..."". Thesis, Boston College, 2013. http://hdl.handle.net/2345/3677.
Testo completoWriting is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis". Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.
Testo completoAdvisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
Daniello, Frank. "Systemic functional linguistics theory in practice: A longitudinal study of a school-university partnership reforming writing instruction in an urban elementary school". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2591.
Testo completoThe ability to express meaning in prose is a foundational skill in our society. Given the importance of being a competent writer, concern with the quality of writing instruction is a recurring theme among American educators (Cutler & Graham, 2008; Gilbert & Graham, 2010; National Commission on Writing, 2003, 2004, 2006). Research shows that teachers are unprepared to teach writing (Gilbert & Graham, 2010) and devote limited amounts of time to it (Cutler & Graham, 2008; Gilbert & Graham, 2010). In addition, national assessment data indicates that most students are not proficient writers (Salahu-Din, Persky & Miller, 2008). An embedded case study design (Yin, 2009), using mixed methodology (Greene & Caracelli, 2003a, 2003b; Hesse-Biber, 2010), was employed to determine whether a school-university partnership enacted systemic functional linguistics theory guided writing intervention changed fourth and fifth grade teachers' writing instruction over the course of three years in an urban elementary school. The study further investigated changes to 41 fourth and 27 fifth graders' writing performance during the third year of the invention. Examination of the relationship between students' performance in writing and the Massachusetts Comprehensive Assessment System (MCAS) test in English language arts was conducted. The study also explored how teachers articulated their experiences with the partnership. Findings showed the content of teachers' instruction changed involving the use of metalanguage and the teaching of genre, language, and tenor. Similarly, instructional strategies evolved regarding negotiating field and deconstruction of text. Findings also indicated a significant improvement in writing performance for all students, and bilingual students had more growth over time than monolingual peers. Also, a moderate positive relationship existed between writing performance and MCAS performance, which suggests understanding of genre may support reading comprehension. Overall, teachers positively experienced the partnership and found value in the professional development. Implications of these study findings will benefit teacher education, administrators and policymakers, and allow for improved school-university partnerships
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Almufayrij, Haifa S. "Teaching English poetry to Saudi students : an exploratory study for applying a Systemic Functional Linguistic based pedagogy for improving the reading, analysis and interpretation of poems in the English language". Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23086.
Testo completoBader, Britt-Marie. "Från tolk till att prata själv : En studie av SFI-studerandes erfarenheter av att delta i sina barns utvecklingssamtal". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-195944.
Testo completoHattingh, Nathalie. "A systemic functional analysis of two Truth and Reconciliation Commission testimonies: transitivity and genre". Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2541_1361370387.
Testo completoThis thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from
audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the
actual online record in English is an accurate reflection of their stories.
Anyona, Ondigi Evans. "Face-work and identities in a discussion about xenophobia". Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/3994.
Testo completoInternational students arriving at the University of the Western Cape (UWC) from other African countries find themselves in a position of having to negotiate their identities and positions with their South African counterparts. The local students too are faced with the prospect of doing the same since they have to coexist with the former. This study aims to investigate how, in a discussion about xenophobia, a selection of UWC students perform face-work and negotiate or construct their identities as well as those of their coparticipants and position themselves in relation to each other. I was interested in exploring how the participants, who were representative of the two groups that clashed in the xenophobic attacks of 2008, would engage with each other while discussing this sensitive topic.The data was gathered during an open-ended discussion among four UWC postgraduate students in a casual, relaxed setting (my room on campus). The transcribed data was then analyzed using a combination of theoretical frameworks from Systemic Functional Linguistics (SFL) and Discourse Analysis. In particular, the SFL theory of modality(Halliday 1994) and Engagement (Martin and White 2005) and Goffman’s (1999[1967]) notion of face were used as tools of analysis.The analysis reveals that participants use a variety of linguistic choices and discourse strategies to maintain face during the discussion of this sensitive topic of xenophobia. The participants make an effort to take care of each other’s face (desires to be appreciated and left free of any imposition) and keep conflicts to a minimum even when they at times disagree and give incriminatory information about each other. It also reveals that the participants, in addition to maintaining face, also construct and negotiate identities which in turn help build in-group solidarity and provide a sense of belonging to them.
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.
Testo completoWorking 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.
Libri sul tema "Systemic functional linguistics (SFL)"
Eggins, Suzanne. Introduction to systemic functional linguistics. London: Pinter, 1994.
Cerca il testo completoFontaine, Lise, Tom Bartlett e Gerard OGrady, a cura di. Systemic Functional Linguistics: Exploring Choice. Cambridge: Cambridge University Press, 2013. http://dx.doi.org/10.1017/cbo9781139583077.
Testo completoAn introduction to systemic functional linguistics. 2a ed. New York: Continuum, 2004.
Cerca il testo completoAn introduction to systemic functional linguistics. London: Pinter Publishers, 1994.
Cerca il testo completoKazuhiro, Teruya, e Lam Marvin, a cura di. Key terms in systemic functional linguistics. London: Continuum, 2010.
Cerca il testo completoHalliday, M. A. K. 1925- e Webster Jonathan 1955-, a cura di. Continuum companion to systemic functional linguistics. London: Continuum, 2009.
Cerca il testo completoDeveloping systemic functional linguistics: Theory and application. Sheffield, UK: Equinox, 2014.
Cerca il testo completoFawcett, Robin P. An overview of cognitive systemic functional linguistics. Cardiff: The author, 1985.
Cerca il testo completoBartlett, Tom, e Gerard O'Grady, a cura di. The Routledge Handbook of Systemic Functional Linguistics. Milton Park, Abingdon, Oxon ; New York, NY : Routledge,: Routledge, 2017. http://dx.doi.org/10.4324/9781315413891.
Testo completoMatthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma e Isaac N. Mwinlaaru. Systemic Functional Insights on Language and Linguistics. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6.
Testo completoCapitoli di libri sul tema "Systemic functional linguistics (SFL)"
de Oliveira, Luciana C., e Mary A. Avalos. "Critical SFL Praxis Among Teacher Candidates: Using Systemic Functional Linguistics in K-12 Teacher Education". In Educational Linguistics, 109–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_6.
Testo completoMoya Guijarro, A. Jesús, e José María González Lanza. "An interpersonal study of The Leading Hotels of the World. A systemic-functional social-semiotic approach". In Studies in Functional and Structural Linguistics, 85–106. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/sfsl.68.04moy.
Testo completoFattah, Ashraf, e Rashid Yahiaoui. "Systemic functional linguistics". In The Routledge Handbook of Translation and Methodology, 190–206. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315158945-15.
Testo completode Beaugrande, Robert. "Linguistics — systemic and functional". In Reconnecting Language, 49. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cilt.154.05bea.
Testo completoVeisbergs, Andrejs. "Occasional and systematic shifts in word-formation and idiom use in Latvian as a result of translation". In Studies in Functional and Structural Linguistics, 239–61. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sfsl.58.25vei.
Testo completoHe, Qingshun, e Bingjun Yang. "Approaching Absolute Clauses from the SFL Perspective". In Absolute Clauses in English from the Systemic Functional Perspective, 31–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46367-3_3.
Testo completoWang, Bo, e Yuanyi Ma. "Applications of Systemic Functional Linguistics". In Introducing M.A.K. Halliday, 165–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166696-6.
Testo completoMatthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma e Isaac N. Mwinlaaru. "Cognition in Systemic Functional Linguistics". In Systemic Functional Insights on Language and Linguistics, 147–95. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_6.
Testo completoMatthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma e Isaac N. Mwinlaaru. "Systemic Functional Language Typology". In Systemic Functional Insights on Language and Linguistics, 197–236. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_7.
Testo completoMatthiessen, Christian M. I. M., Bo Wang, Yuanyi Ma e Isaac N. Mwinlaaru. "Computational Linguistics". In Systemic Functional Insights on Language and Linguistics, 125–45. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8713-6_5.
Testo completoAtti di convegni sul tema "Systemic functional linguistics (SFL)"
Sudar, Sudar. "English Learning Process In The Vocational School Based On The Systemic Functional Linguistics (Sfl)". In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.41.
Testo completoZhu, Liping. "Explanation of Picture Language by Stratification of Systemic Functional Linguistics (SFL): tan90° as an Example". In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.317.
Testo completoKusumargono, Suyato, Ishak Abdulah, Ash’ari Djohar e Wahyu Sundayana. "Genre Based Inquiry Systemic Functional Linguistic (SFL GBI) to Improve Reading Comprehension Skills of Exposition Text". In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.112.
Testo completo"Multidimensional Thinking of Systemic Functional Linguistics". In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.012.
Testo completoDongilli, Paolo, Sergio Tessaris e John Bateman. "Leveraging Systemic-Functional Linguistics to Enhance Intelligent Database Querying". In Sixth International Conference on Intelligent Systems Design and Applications]. IEEE, 2006. http://dx.doi.org/10.1109/isda.2006.185.
Testo completoHidayat, Raden Aulia Utami, e Eri Kurniawan. "Students’ Problems in Personal Letter Writing: A Systemic Functional Linguistic Perspective". In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.030.
Testo completoRimmer, Wayne. "The Role of Systemic Functional Linguistics in Pedagogy: A Case Study". In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.33.
Testo completoAmrullah, Firda, Gusnawaty Gusnawaty e Abdul Hakim Yassi. "Hoax Detection Through Analysis of Modality: A Systemic - Functional Linguistics Study". In 9th Asbam International Conference (Archeology, History, & Culture In The Nature of Malay) (ASBAM 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220408.108.
Testo completoKurdali, Bader. "Across-disciplinary variations in the Writing of EFL Undergraduates A Systemic Functional Perspective". In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31243.
Testo completoMulyanti, Wida, e Pipit Prihartanti Soeharto. "Text Complexity in English Textbooks for Junior High School: A Systemic Functional Perspective". In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.044.
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