Theme in English and Spanish

2016 ◽  
Vol 9 (1) ◽  
pp. 190-220 ◽  
Author(s):  
Estela Inés Moyano
Keyword(s):  
Systemic Functional Linguistics ◽  
Research Articles ◽  
Language Typology ◽  
Functional Linguistics ◽  
Discourse Functions

This article offers a comparative view of a Systemic Functional (SF) account of Theme in English and Spanish declarative clauses. It considers the lexicogrammatical realization of Theme in both languages and shows how Themes across the clauses construe the method of development of a phase of discourse in the respective languages, unmarked Themes scaffolding textual continuity and marked Themes scaffolding transitions between discourse phases. The paper reviews the concept of Theme in Systemic Functional Linguistics (SFL) and analyzes texts in both languages, taking into account a trinocular perspective (Matthiessen & Halliday 2009): from above, considering textual discourse functions related to the lexicogrammatical function of Theme; from roundabout, considering other textual functions in the clause as New; and from below, paying attention to the role that different ranks may play in the realization of the function under focus. In addition, the paper argues for a re-interpretation of previous SFL accounts of Spanish Theme, on the assumptions of SFL language typology. Based on the analysis of fragments of Research Articles, the paper shows how English and Spanish texts perform similar strategies to maintain the method of development of a text, through the interaction between lexical strings and reference chains with the function of Theme (Fries 1981; Martin 1992). It is shown, however, that the lexicogrammatical realization of unmarked Theme differs between these languages.

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.

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.

Reconsidering “cause inside the clause” in scientific discourse – from a discourse semantic perspective in systemic functional linguistics

2018 ◽  
Vol 38 (5) ◽  
pp. 525-550 ◽  
Author(s):  
Jing Hao
Keyword(s):  
New York ◽  
Systemic Functional Linguistics ◽  
Knowledge Building ◽  
Scientific Discourse ◽  
Research Articles ◽  
Language Resources ◽  
Undergraduate Biology ◽  
Cause And Effect ◽  
Functional Linguistics ◽  
Expression Studies

Abstract The ability to construe and to interpret cause–effect relations is critical to the task of knowledge building in science. It is essential to understanding investigative processes and to interpreting claims. However, in the discourses of science the linguistic construal of cause and effect can be far removed from that of its everyday, commonsense expression. Studies in systemic functional linguistics have found that scientific causality is often realized inside a clause rather than between clauses (Halliday, M. A. K. 1998. Things and relations. In J. R. Martin and R. Veel [eds.], Reading science: Critical and functional perspectives on discourses of science, 185–235. London & New York: Routledge). This paper aims to further understand the challenge of making meanings of scientific causality from a linguistic perspective. I analyze the language of biology in five research articles, which are students’ key reading texts in a core undergraduate biology course at a leading Australian university. I argue that a discourse semantic understanding of “cause inside the clause” is critical for revealing the diverse language resources for constructing scientific causality.

What is an ecosystem?

2021 ◽  
Vol 3 (2) ◽  
pp. 337-362
Author(s):  
Ana Llinares ◽  
Nashwa Nashaat-Sobhy
Keyword(s):  
Foreign Language ◽  
Systemic Functional Linguistics ◽  
Integrated Learning ◽  
Disciplinary Knowledge ◽  
Code Theory ◽  
Functional Linguistics ◽  
Language Functions ◽  
Comparative Judgement ◽  
Legitimation Code Theory ◽  
Discourse Functions

Abstract In Content and Language Integrated Learning (CLIL) contexts, students are expected to express disciplinary knowledge in a second/foreign language. One construct that has proven useful for the identification and realization of language functions in disciplinary knowledge is Dalton-Puffer’s (2013) model of cognitive discourse functions (CDFs). Additionally, Systemic Functional Linguistics (SFL) has already been proven useful for distinguishing lexico-grammatical features that characterise different CDFs in CLIL students’ productions (e.g., Nashaat-Sobhy & Llinares, 2020; Evnitskaya & Dalton-Puffer, 2020). In this article, we use SFL to analyse the oral and written realisations of the CDF Define by 6th grade students participating in a CLIL program in Madrid, Spain. A total of 83 students responded to the same prompt (on science) in writing (in the form of a blog) as well as orally (in the form of an interview). In the oral interviews the co-construction of definitions by the students with the interviewer (researcher) and another peer are explored using the notion of Legitimation Code Theory and the concept of semantic waves (Maton, 2013). The analysis of students’ definitions is also related to primary CLIL teachers’ evaluations using comparative judgement.

Verbal Group Complexes Application In Palang Tamak Text Systemic Functional Linguistics Perspective

2021 ◽  
Vol 2 (2) ◽  
pp. 1-16
Author(s):  
I Ketut Suardana ◽  
Keyword(s):  
Systemic Functional Linguistics ◽  
Moral Values ◽  
Theory Approach ◽  
Narrative Texts ◽  
Moral Value ◽  
Real Condition ◽  
Functional Linguistics ◽  
Verbal Process ◽  
The World ◽  
Verbal Group

Pan Balang Tamak text is one of Balinese narrative texts developing in Balinese communities. This text contains very deep moral value that is very useful for communities to achieve happiness in the world. The moral values embed in the clauses constructing the text in metaphorical meaning. Many clauses constructing the text contain verbal group complexes in which describe kinds of actions done by the participants. This paper analyzes the application of verbal group complexes in Pan Balang Tamak text written by Suptra (2014). The theory used to analyze the verbal group complexes is the theory of group complex from Systemic Functional Linguistics from Halliday (2014). The paper used qualitative research, namely by the theory approach, the technique used is based on syntagmatic and paradigmatic based on field, tenor, mode. The result of the research suggested that both verbal group complexes in paratactic and in hypotactic were found in the text. Paratactic can be found in the way of the communities respect their bad behavior and the real condition happening to all animal living in the forest. The hypotactic were found the clauses which contain the effort to trap Pan Balang Tamak and the advantages obtained by Pan Balang Tamak from the efforts which be trap Pan Balang Tamak. Projection verb can be found in verbal process in which mean proposal, namely, the willing to trap Pan Balang Tamak

L2 Theme development in Discursive and Experimental undergraduate student writing

2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner
Keyword(s):  
Undergraduate Student ◽  
Systemic Functional Linguistics ◽  
Writing Development ◽  
Experimental Writing ◽  
Student Writing ◽  
Report Writing ◽  
Functional Linguistics ◽  
Successful Student ◽  
Lexical Density

Abstract To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.

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