Interpersonal functions of interjections

2020 ◽  
Author(s):  
Yi Jing
Keyword(s):  
English Language ◽  
Systemic Functional Linguistics ◽  
Theoretical Framework ◽  
Systematic Analysis ◽  
Functional Linguistics ◽  
A Minor

Abstract Motivated by the frequent omission of interjections from film subtitles, this study investigates the interpersonal functions of interjections, and seeks to disentangle their meaning relations. Based on the analysis of interjections from six English language films under the theoretical framework of Systemic Functional Linguistics (SFL), the study primarily classifies the functions of interjections in terms of whether the interjections independently realize moves in exchange. The function of the interjection which realizes a move on its own is described at the semantic stratum in terms of a minor speech function, and the function of the interjection which realizes a move together with a clause is described at the lexicogrammatical stratum in terms of an optional clausal function referred to as a ‘latched function’. The study highlights the distinction between latched functions and their agnate minor speech functions, and offers more delicate accounts of the functions of interjections. It proposes a system network of the minor speech functions, which can facilitate a more systematic analysis of the functions realized by interjections. This study contributes to the SFL description of English interjections, and can offer methodological insights into further research on the functionality of interjections.

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.

scholarly journals Re-conceptualizing Techno-Linguistics: Using Technology for English Language Teaching?

2019 ◽  
Vol 14 (17) ◽  
pp. 162
Author(s):  
Xiaodong Zhang
Keyword(s):  
Language Learners ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Research Area ◽  
English Language Teaching ◽  
Short Paper ◽  
Functional Linguistics ◽  
Potential Value ◽  
And Linguistics

This short paper discusses the potential value of integrating linguistics theories with technological devices in English language teaching (ELT). In particular, the paper presents how systemic functional linguistics could be used to complement technology-based ELT. The paper ends with an innovative proposal of techno-linguistics (a term derived from the words technology and linguistics) as a research area to better benefit language learners in this digitalized world.

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 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.

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.

scholarly journals “BÁNH TRÔI NƯỚC” AND THREE ENGLISH VERSIONS OF TRANSLATION: A SYSTEMIC FUNCTIONAL COMPARISON

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Systemic Functional Linguistics ◽  
Theoretical Framework ◽  
Functional Linguistics ◽  
Lexical Choice ◽  
Similarities And Differences ◽  
John Balaban

This paper is concerned with a comparison of the three English versions of translation: “The Floating Cake” translated by John Balaban, “The Cake That Drifts In Water” translated by Huỳnh Sanh Thông and “Floating Sweet Dumpling” translated by Marilyn Chin with the source poem “Bánh trôi nước” by the Vietnamese renowned poetess Hồ Xuân Hương. The theoretical framework employed for analysis and comparison of the texts is systemic functional linguistics. The results show that there are both similarities and differences between the translated versions and the source poem, and between the translated versions in terms of ideational, interpersonal and textual meanings. The results also indicate that there are more differences in lexical choice (the choice of words and groups/phrases) than in syntactic choice (the choice of transitivity, mood, and thematic patterns) between the three translated versions and the original poem, and between the three translated versions.

scholarly journals Adichie’s Thematic Construction of a Post-Colonial Nigerian Nation-State in Two Excerpts from Her Purple Hibiscus: An Experiential Meaning Scrutiny

2018 ◽  
Vol 9 (1) ◽  
pp. 81-90
Author(s):  
Daniel T. Yokossi ◽  
Léonard A. Koussouhon
Keyword(s):  
English Language ◽  
Systemic Functional Linguistics ◽  
World View ◽  
Political Issues ◽  
Post Colonial ◽  
Functional Linguistics ◽  
The Social ◽  
Verbal Processes ◽  
Insight Into ◽  
Experiential Meaning

Abstract This article digs into Adichie’s world view of the post-colonial Nigeria via her use of the English language in two extracts culled from her Purple Hibiscus. To go into details, the study examines how Adichie makes use of particular types of transitivity patterns to weave into her text her thematic construction of Nigeria after independence. To this end, the Experiential Meaning has been used as a theoretical lens given that the exploration of the transitivity properties in/of a text can provide a full insight into how the writer encodes his/her experience of the world therein as advocated by Systemic Functional Linguistics scholars like Halliday (1971/1976), and his followers Hassan (1985/1989), Eggins (2004), and Matthiessen (2004/2006). As a matter of fact, the study offers a linguistic analysis of the selected extracts, a summary of the findings, and the ensuing interpretation. Actually, the interpretation of the findings has revealed that Adichie has encoded tremendous meanings through her outstanding use of such process types as material, mental and verbal processes. The distribution of these key processes in the analyzed extracts per participant has also highlighted both some of the author's key characters and to what extent these latter ones embody her perceptions of the social, religious and political issues that she artistically tries to castigate in her novel under examination. The study ultimately opens up to further explorations embracing such other fields of the Systemic Functional Linguistics as the interpersonal and textual meanings.

scholarly journals Reflections on the Grammatical Category of before, after and since Introducing Non-finite -ing Clauses: A Corpus Approach

2016 ◽  
Vol 9 (10) ◽  
pp. 111
Author(s):  
Qingshun He
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Grammatical Category ◽  
Functional Linguistics ◽  
Grammatical Metaphor ◽  
Unidirectional Transfer

<p>English language learners may be confused in identifying the grammatical category of such conjunctive expressions as <em>before, after </em>and<em> since</em> introducing non-finite <em>-ing</em> clauses. In this article, we will conduct a corpus-based investigation of hypotactic conjunctions and conjunctive prepositions following the principle of unidirectional transfer in grammatical metaphor proposed by He and Yang (2014) within the framework of Systemic Functional Linguistics. The research concludes that hypotactic conjunctions tend to transfer to zero conjunctions and <em>before, after </em>and<em> since</em> introducing non-finite <em>-ing</em> clauses should be included into the grammatical category of conjunctive prepositions.</p>

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.

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