Genre and Literacy-Modeling Context in Educational Linguistics

1992 ◽  
Vol 13 ◽  
pp. 141-172 ◽  
Author(s):  
James R. Martin
Keyword(s):  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Spoken Language ◽  
Theoretical Framework ◽  
General Question ◽  
Annual Review ◽  
Ongoing Research ◽  
Functional Linguistics ◽  
Educational Linguistics ◽  
Literacy Initiatives

Christie (1992), in the previous year's volume of the Annual Review of Applied Linguistics, reviewed literacy initiatives in Australia which drew on systemic functional linguistics, focusing on three themes: differences between speech and writing, written genres, and the study of spoken language. This paper is designed to complement her review, highlighting ongoing research within the same general theoretical framework, and focusing on the general question of modeling context in educational linguistics.

scholarly journals La fuerza en la construcción del marco teórico en artículos científicos: un análisis desde la lingüística sistémico-funcional

2020 ◽  
Vol 25 (1) ◽  
pp. 75-91
Author(s):  
Norma Patricia Barletta ◽  
Diana Chamorro ◽  
Jorge Mizuno
Keyword(s):  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Theoretical Framework ◽  
Spanish Language ◽  
Research Articles ◽  
Theoretical Frameworks ◽  
Functional Linguistics ◽  
Authorial Voice

Opposite to what is traditionally stated, the theoretical framework often constitutes an independent section in research articles. Therein writers establish the theoretical tradition that supports their research and make an account of the theoretical and research developments in their discipline, specifically, in their topic of research, thus establishing a dialogue with other voices. This article examines how writers organize their theoretical framework by means of verbal clauses using the resources of the graduation subsystem proposed by the systemic functional linguistics to express force —which will help them to construct their authorial voice. This study analyzed the verbal clauses and the graduation resources of the theoretical frameworks in 20 research articles in Spanish language published in Colombian journals from the area of applied linguistics. Findings show the variety of resources deployed by writers in their verbal clauses to strengthen their commitment to their tenets, especially in prominent places of their theoretical framework, such as the macroTheme, hyperThemes, macroNew and hyperNew. Awareness of these theoretical framework features may be relevant for teaching academic writing.

scholarly journals An Introduction to Halliday’s Systemic Functional Linguistics

2016 ◽  
Vol 4 (1) ◽  
pp. 70
Author(s):  
Wael Abdulrahman Almurashi
Keyword(s):  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Functional Linguistics ◽  
Generative Linguistics ◽  
Noam Chomsky

<p>Numerous theories have been successful in accounting for aspects of language. One of the most substantial theories is Halliday's Systemic Functional Linguistics (often SFL), which has been employed in the literature on linguistics and applied linguistics. This paper aims to introduce Halliday's SFL with a focus on an overview of SFL as a linguistic tradition largely developed by Michael Alexander Kirkwood Halliday (often M.A.K. Halliday). Furthermore, this introduction compares SFL to other linguistic traditions, such as the transformational generative linguistics represented by Noam Chomsky and Bloomfield's structural tradition. This research also explains the key elements of SFL, SFL as an applicable tradition, examples of the value of applying SFL in detail, and finally, presents the benefits associated with working with SFL as a communicative motivation in learning a language.</p>

Bridging boundaries across genre traditions

2017 ◽  
Vol 24 (3) ◽  
pp. 259-293
Author(s):  
Isaac Nuokyaa-Ire Mwinlaaru
Keyword(s):  
Identity Construction ◽  
Frequency Distribution ◽  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Research Articles ◽  
Lexical Bundles ◽  
Functional Linguistics ◽  
Research Article

Abstract This study explores the benefits of a synergy between ESP research on genre and theoretical dimensions of Systemic Functional Linguistics (SFL). It models genre on SFL dimensions and employs this model to analyse 200 biodata written by Applied Linguistics scholars, 100 each from research articles and seminar posters. Data were analysed from contextual, logico-semantic and lexicogrammatical perspectives. The findings reveal five generic stages in biodata. The frequency distribution of these stages and the phases that realise them shows variation between research article bios and seminar bios. The most frequent logico-semantic (or rhetorical) relations identified among stages and phases are of the expansion type, namely addition and elaboration, Further, collocational frameworks are used in organising some generic phases into waves of meaning and in construing different identities. Finally, evaluative resources, in the form of lexical bundles, modification and circumstantial elements in the clause, are employed by writers to boost their professional achievements and promote themselves. These findings contribute to theoretical discussions on genre and the scholarship on the interface between identity construction and academic writing, and also motivate further research.

A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics

2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Aiyoub Jodairi Pineh
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Consciousness Raising ◽  
Functional Linguistics ◽  
Recent Developments

<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>

scholarly journals OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE

2016 ◽  
Vol 3 (Special) ◽  
pp. 131
Author(s):  
BEL A. NEDDAR
Keyword(s):  
Foreign Language ◽  
Functional Activity ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Theoretical Framework ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Functional Linguistics ◽  
Educational Requirement

The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

Thematic Organization and the Analysis of Selected Online Academic Scientific Journals' Site

2010 ◽  
pp. 376-388
Author(s):  
Foluke Olayinka
Keyword(s):  
Information Structure ◽  
Systemic Functional Linguistics ◽  
Theoretical Framework ◽  
Scientific Journals ◽  
Functional Linguistics ◽  
New Information ◽  
The Given

This chapter analyses the thematic organization of the instruction to authors’ section of selected online academic scientific journals’ sites. Fifteen scientific journals were selected randomly from different fields in the sciences. The theoretical framework for the study is provided by Systemic Functional Linguistics. The results showed that the marked theme had a higher occurrence than the unmarked theme. The marked themes were realized by adverbials and grammatical subjects. The unmarked themes were realized by subjects and predicates. Simple themes had a higher occurrence than multiple themes while interpersonal themes had more frequency than textual themes. The editors observed the given-new information structure as there was a low occurrence of entirely new information. The derived theme pattern was mostly used while the split-theme pattern had the least occurrence. The results show that the editors of these journals made use of these structures to organize their message logically and coherently.

scholarly journals Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches

2012 ◽  
Vol 28 (spe) ◽  
pp. 435-471 ◽  
Author(s):  
Christian M.I.M. Matthiessen
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Critical Discourse ◽  
General Category ◽  
Functional Linguistics ◽  
Critical Approaches ◽  
The Relationship ◽  
Work First

This article is concerned with the relationship between Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and with SFL as a resource for socially accountable academic work. First it locates SFL within the general category of appliable linguistics (as opposed to either theoretical or applied linguistics), an approach to the study of language that is also designed to be socially accountable. Then, against the background of SFL, it traces the development first of Critical Linguistics and then of CDA, also identifying other influences incorporated within these traditions. Next, it compares CDA with other orientations within discourse analysis from the perspective of SFL, and proposes the notion of appliable discourse analysis (ADA). This leads to an overview of the dimensions of ADA, and finally to the question of the place of ADA within a general appliable linguistics.

scholarly journals Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Nayef Jomaa Jomaa ◽  
Siti Jamilah Bidin
Keyword(s):  
Information Technology ◽  
Literature Review ◽  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Mental Processes ◽  
Functional Theory ◽  
Functional Linguistics ◽  
Phd Theses

Due to their significance in establishing a research background, citations have been under focus by several researchers. However, limited studies have applied the Functional Theory in analysing reporting verbs in citations. Hence, this study identifies citations in the literature review chapters of 20 PhD theses in Information Technology and Applied Linguistics by EFL postgraduates within the ESL context. These PhD theses were selected purposefully. This study explores qualitatively the processes based on the ideational metafunction of the Systemic Functional Linguistics. The findings show that the material processes were used dominantly, followed by relational, verbal, and mental processes, whereas the behavioural  processes were less used. The use of processes ‘verbs’ is influenced by field and tenor as register variables. Thus, the findings imply that EFL postgraduates are unaware of using processes; therefore, they should receive discipline-specific instructions. Pedagogical textbooks for academic writing could be also developed based on the outputs of the present study.

A Social Semiotic Approach to Multimodal Discourse of the Badge of Xi’an Jiaotong University

2016 ◽  
Vol 6 (8) ◽  
pp. 1596
Author(s):  
Yang Yang
Keyword(s):  
Visual Imagery ◽  
Visual Communication ◽  
Systemic Functional Linguistics ◽  
Theoretical Framework ◽  
Functional Linguistics ◽  
Multimodal Discourse ◽  
Semiotic Approach ◽  
Literal Expression

Using the school badge of Xi’an Jiaotong University as an example, this article aims to unravel that both literal expression and visual imagery have the ideographic function. The analysis in this article primarily utilizes the theoretical framework of the visual communication grammar, which is developed by Kress & Van Leeuwen from Halliday’s systemic functional linguistics. By analyzing the representational, interactive, and compositional meaning of the school badge, this article shows that school badges have rich connotations and the ability to interpret them should be attached importance. Furthermore, this article aims to make a little contribution to the interpretation of school badges.

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