Martin on discourse semantics, genre, educational linguistics

2021 ◽  
Vol 3 (2) ◽  
pp. 367-387
Author(s):  
James R. Martin ◽  
Yanmei Gao ◽  
Hanbing Li ◽  
Chengfang Song ◽  
Minglong Wei
Keyword(s):  
Secondary School ◽  
Systemic Functional Linguistics ◽  
Language Education ◽  
Genre Theory ◽  
Code Theory ◽  
Secondary School Education ◽  
The Past ◽  
Linguistic Model ◽  
Educational Linguistics ◽  
Legitimation Code Theory

Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.

scholarly journals A Review on Semantic Waves and Its Application in Discourse Analysis

2021 ◽  
Vol 5 (12) ◽  
pp. 183-188
Author(s):  
Wentao Wang
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Knowledge Structures ◽  
Theory Of Knowledge ◽  
Code Theory ◽  
The Past ◽  
Legitimation Code Theory ◽  
Learning Language

Since the past 10 years, the theory of semantic waves has further progressed. This theory is deeply rooted in the theory of knowledge structures, legitimation code theory, and systemic functional linguistics. In addition, the theory can also be applied in discourse analysis, language learning, language teaching, and many other fields.

scholarly journals An Analysis of Semantic Waves: Maton’s Legitimation Code Theory for Cumulative Knowledge-Building

2019 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Yolanda Ramadhan
Keyword(s):  
Secondary School ◽  
Classroom Practices ◽  
Knowledge Development ◽  
Human Society ◽  
Special Edition ◽  
Code Theory ◽  
Starting Point ◽  
School Learning ◽  
Legitimation Code Theory ◽  
Cumulative Knowledge

This paper aims to state that knowledge blindness in educational research has serious obstacles to understanding knowledge development. Karl Maton offers sociological concepts of Legitimation Code Theory (LCT) - 'semantic gravity' and 'semantic density' – systematically. These concepts are used to analyze the way the classroom practices of secondary school learning in Indonesia, especially in Biology and History subjects. The researcher shows that the 'semantic wave' class can be a cumulative class practice. The largest human society in education has the desire to build cumulative knowledge. Researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. This research is useful to make the power to explore deeper knowledge with a number of policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. Educational learning can also be observed not only by context but meaning and purpose also affect the cumulative and segmental parts. This problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. Freebody (2013). At this point, the problem is the range with each discipline as the background of this research.

scholarly journals Resenha: Accessing Academic Discourse

Signo ◽  
2021 ◽  
Vol 46 (86) ◽  
pp. 197-198
Author(s):  
Orlando Vian Jr
Keyword(s):  
Systemic Functional Linguistics ◽  
Academic Discourse ◽  
Code Theory ◽  
Functional Linguistics ◽  
Legitimation Code Theory

Este texto tem por objetivo resenhar a coletânea Accessing Academic Discourse - Systemic Functional Linguistics and Legitimation Code Theory, organizada por James R. Martin, Karl Maton e Yaegan Doran, da editora Routledge, 315 páginas.

History Classroom Interactions and the Transmission of the Recent Memory of Human Rights Violations in Chile

2015 ◽  
Vol 7 (2) ◽  
pp. 44-67 ◽  
Author(s):  
Teresa Oteíza ◽  
Rodrigo Henríquez ◽  
Claudio Pinuer
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Educational System ◽  
Systemic Functional Linguistics ◽  
Classroom Interactions ◽  
Human Rights Violations ◽  
Code Theory ◽  
Legitimation Code Theory ◽  
Historical Memories ◽  
Cumulative Knowledge

The purpose of this article is to examine history classroom interactions in Chilean secondary schools in relation to the transmission of historical memories of human rights violations committed by Augusto Pinochet’s dictatorship from 1973 to 1990. Corpora of this research are comprised of history lessons filmed in the two types of public schools that coexist in the Chilean educational system, namely government subsidized and partially subsidized schools. This research draws on linguistics resources framed by the sociosemiotic perspective of systemic functional linguistics. We incorporate into this theoretical framework the notions of semantic gravity and semantic density from legitimation code theory in order to understand the variations of levels of specialization and abstraction that build cumulative knowledge and ideological cosmologies when one is dealing with a sensitive and complex aspect of Chilean society.

We’re talking about semantics here

2017 ◽  
Vol 24 (2) ◽  
pp. 196-233
Author(s):  
Ian Siebörger ◽  
Ralph Adendorff
Keyword(s):  
South Africa ◽  
South African ◽  
Procedural Knowledge ◽  
Systemic Functional Linguistics ◽  
The Other ◽  
Committee Report ◽  
Interactional Sociolinguistics ◽  
Code Theory ◽  
Affective Value ◽  
Legitimation Code Theory

Abstract This article describes how procedural knowledge is produced in a meeting of the South African parliament’s Portfolio Committee on Transport, using concepts from Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT). Members of this committee argue over whether or not to amend a draft committee report and in the process co-construct procedural norms for future committee meetings. Participants on both sides of the argument use axiological condensation, in which actions and ideas are associated with each other and charged with a particular moral or affective value (Maton 2014: 130) to portray their version of the procedure to be followed as morally superior to that of their opponents. They also use axiological rarefaction (Maton 2014: 130) to reinforce their positions by making apparent concessions to those on the other side of the argument. This is revealed through an analysis of the coupling of ideation and Appraisal (Martin 2000: 161) in the logogenetic unfolding of members’ talk, combined with elements of Interactional Sociolinguistics (Gumperz 1982). The analysis suggests that axiological condensation and rarefaction in this meeting reflect competing visions of what it means to be ‘pro-democracy’ in post-apartheid South Africa.

scholarly journals The 2016 National Matriculation and General Certificate of Secondary Education English Test: a Challenge to the Goal of Foreign Languages Education in Vietnamese Schools

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
School Education ◽  
Secondary School Education ◽  
General School ◽  
To Receive

Every year in Vietnam there are nearly a million Vietnamese 12 graders taking as compulsory the national general certificate of secondary education English testto be eligible to receive  general certificate of secondary school education. Since 2015, the English test has been used for students to achieve two goals: (1) to receive general certificate of secondary school education and (2) to gain entrance to Vietnamese universities and colleges. The test is referred to as “the national matriculation and general certificate of secondary education English test”. It has a clear format, clearly specified contents, a clear and detailed scoring scheme, and is made public in the Vietnamese mass media. However, looked at from both theoretical and practical levels, there are still problems with the test that need to be examined and discussed. This is the purpose of this paper. As a way of start, the paper will provide a description of the test. Then, it will examine some of its key qualities, and present its washback and impact on the Vietnamese general school foreign language education. In the conclusion, after summarizing the strengths and weaknesses of the test, the paper will conclude that due to its weaknesses in both content and format,and its long-term negative washback, the 2016 national matriculation and general certificate of secondary education English test presents a big challenge to the communication goal of the Vietnamese general foreign language education. The paper recommends that for the quality of foreign language teaching and learning in Vietnamese schools to be improved andfor the foreign language education in Vietnamese schools to meet the requirements of globalization in Vietnam, a radical renovation in both test format and test administration should be exercised.

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