scholarly journals Systemic functional linguistics and audiovisual translation studies: a conceptual basis for the study of the language of subtitles

2012 ◽  
Vol 28 (spe) ◽  
pp. 495-513
Author(s):  
Elaine Espindola
Keyword(s):  
Text Analysis ◽  
Theoretical Basis ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
Written Language ◽  
Functional Linguistics ◽  
Similarities And Differences ◽  
Audiovisual Translation ◽  
Made In

The present article contemplates two complementary dimensions, namely: (i) Audiovisual Translation Studies; and (ii) Linguistic studies giving direct attention to the language of subtitling to put forward a theoretical basis for studies focusing on The Language of Subtitles. Systemic Functional Linguistics (SFL) provides theoretical tools to allow for a language-based understanding of the meaning making resources of subtitling on the basis of text analysis. It is argued that this complementarity allows for fruitful comparison and contrast of texts in a translational relationship in that it provides categories for describing similarities and differences emerging from investigations of the choices made in spoken texts translated into written language in subtitles. Investigations carried out along these lines may lead to insights in terms of the construals existent in source and target texts in order to understand the choices made in the realization of the texts.

scholarly journals Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

2017 ◽  
Vol 10 (11) ◽  
pp. 47 ◽  
Author(s):  
Akiko Nagao
Keyword(s):  
Undergraduate Students ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
Theory Approach ◽  
Essay Writing ◽  
Functional Linguistics ◽  
Genre Awareness ◽  
Efl Students ◽  
Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

scholarly journals AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (3) ◽  
pp. 515
Author(s):  
Emi Emilia ◽  
Nurfitri Habibi ◽  
Lungguh Ariang Bangga
Keyword(s):  
Systemic Functional Linguistics ◽  
Case Study Research ◽  
Written Language ◽  
High Achievers ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Functional Linguistics ◽  
Cohesive Devices ◽  
Eleventh Graders ◽  
Flow Of Information

The paper reports on the results of a study aiming to investigate the cohesion of exposition texts written by eleventh graders of a school in Bandung, West Java, Indonesia. The study used a qualitative case study research design, especially text analysis, involving 32 students. In the interest of space, the paper will present the data obtained from six texts written by 6 students, representing low, mid, and high achievers. The texts were analyzed using systemic functional linguistics (SFL), especially in terms of schematic structure and linguistic features, especially those contributing to the cohesion of the texts, such as Theme progression and cohesive devices. The results show that all texts show students’ grasp and understanding of the schematic structure of an exposition, including thesis, argument, and restatement of the thesis. All texts also successfully use the zig-zag and the Theme reiteration patterns, which indicate the students’ emerging capacity to create a text with cohesion at the clause level. However, only texts written by high achievers employ the multiple Theme pattern, indicating the students’ emerging capacity to create a text with better sense of connectedness, unity, and flow of information at the global level. High achiever texts also employ discourse features which allow the reader to predict how the text will unfold and guide them to a line of understanding of a text as a whole. Moreover, in terms of cohesive devices, all texts use some simple cohesive devices—reference, lexical cohesion, and conjunction. It should be mentioned that all texts are rudimentary with some inappropriate word choices and grammatical problems. This suggests that the students still needed more guidance and time to do research on the topic in focus, to go through the process of writing as professional do, to allow them to create a better text with more elaboration and characteristics of written language with consistency and accuracy. It is recommended that further research on different perspectives and foci of analysis of different text types using systemic functional linguistics, with more representative samples, and studies on the teaching of writing be conducted.

scholarly journals Tourism Discourse Revisited: An Analysis of Evaluative Strategies in Tourist Brochures from a Systemic Functional Linguistics Perspective

2019 ◽  
Vol 17 ◽  
pp. 211
Author(s):  
Alireza Jalilifar ◽  
Yasamin Moradi
Keyword(s):  
United States ◽  
Qualitative Analysis ◽  
Text Analysis ◽  
Systemic Functional Linguistics ◽  
The United States ◽  
Point Of View ◽  
Functional Linguistics ◽  
Tourist Destinations ◽  
Statistical Variations ◽  
Verbal Content

Today, studying tourism discourse has become widespread among scholars in the field of text analysis. However, few, if any, studies which have addressed the language of tourism have examined the verbal content of travel brochures from the point of view of the appraisal model. The major questions addressed in this study pertain to Graduation strategies as part of appraisal strategies in the discourse of tourism as well as the lexico-grammatical resources for the coding of these strategies in texts. The dataset comprised 50 e-brochures released by tour operators across the United States within the period 2012 to 2013. First, the data were examined quantitatively to identify the statistical variations in utilizing Graduation strategies in tourist brochures. The preferences for lexico-grammatical resources for the construal of these strategies were also illustrated in light of a qualitative analysis. The results of the study revealed that the discourse of travel brochures is loaded with Graduation strategies. The subsystems within the system of Graduation were shown to serve as strong tools in promoting various aspects of tourist destinations such as the number and distribution of tourist sites over an area.

Las metafunciones de Halliday en traducción

Babel ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 484-504
Author(s):  
Eirini Chatzikoumi
Keyword(s):  
State Of The Art ◽  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
The State ◽  
Future Research ◽  
Functional Linguistics ◽  
Research And Teaching ◽  
Translator Training

Abstract This article addresses the contribution of Systemic Functional Linguistics (SFL) to translation and, specifically, the use of Halliday’s metafunctions in translation studies research. The aim is to provide the state of the art of the main findings and proposals of these studies regarding the role of metafunctions in translation and translation teaching, thus evaluating their relevance and applicability in this field. In order to achieve this, six studies were reviewed, three of them dedicated to metafunctional shifts and three to the use of metafunctions in translation teaching and evaluation. This critical bibliographic review allowed for the corroboration of the contribution of SFL to the field of translation, and for the deduction of relevant aspects for future research and teaching proposals. More precisely, the relevance of the incorporation of semantic metafunctions in translator training and evaluation is confirmed, and the possibility of a distinction between obligatory and optional metafunctional translation shifts is suggested.

Applying systemic functional linguistics in healthcare contexts

2013 ◽  
Vol 33 (4-5) ◽  
Author(s):  
Christian M. I. M. Matthiessen
Keyword(s):  
Text Analysis ◽  
Systemic Functional Linguistics ◽  
Healthcare Systems ◽  
Two Dimensions ◽  
Functional Linguistics ◽  
Section 8 ◽  
Systemic Analysis ◽  
Medical Consultations ◽  
Healthcare Communication ◽  
Situation Types

AbstractThis paper is concerned with research on healthcare communication that draws on Halliday's systemic functional linguistics (SFL). Section 1 introduces Halliday's notion of appliable linguistics, with SFL as a particular manifestation. Section 2 deals with instances of healthcare communication in the form of medical consultations, and shows how they can be illuminated through SF text analysis. Section 3 relates medical consultations to institutions of healthcare along two dimensions, stratification and instantiation; and it suggests that institutions can be analyzed as aggregates of situation types. Section 4 considers the field of activity within healthcare contexts, suggesting how texts in situation types characterized by different fields complement one another. Section 5 adds tenor considerations in the form of the institutional healthcare roles across fields. Section 6 explores patient journeys through hospitals as sequences of situation types. Section 7 asks how risks and failures inherent in patient journeys can be interpreted, and then analyzed and addressed, in terms of the orders of systems in a hospital. Section 8 continues this systemic analysis, applying them to patients, and Section 9 extends the analysis to healthcare systems, as semo-technical systems. Section 10 shows how relationship-centered healthcare can be interpreted in terms of SFL.

scholarly journals Printed t-shirts in the linguistic landscape

2017 ◽  
Vol 3 (2) ◽  
pp. 122-148 ◽  
Author(s):  
David Caldwell
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Linguistic Landscape ◽  
Social Semiotics ◽  
Functional Linguistics ◽  
Current Trends ◽  
Unique Mode ◽  
Landscape Research ◽  
A Site

Abstract While the printed t-shirt remains a prominent form of communication in our contemporary linguistic landscape, little research to date has examined the semiotics of this unique mode of communication. In response to the interdisciplinary ‘invitation’ from Shohamy and Ben-Rafael (2015), this paper draws on principles and methods from social semiotics (van Leeuwen, 2005) and Systemic Functional Linguistics (Halliday, 1989) to explore the meaning-making potential of English words on printed t-shirts. The paper begins by applying Halliday’s concept of mode to the printed t-shirt and then presents a linguistically motivated taxonomy of words on printed t-shirts. In addition to foregrounding the printed t-shirt as a site for future exploration, this paper aims to present a close textual discourse analysis – an examination of the ‘perceived space’ (Malinowski, 2015) – to complement, inform and engage with current trends and methods in linguistic landscape research and pedagogy.

scholarly journals Using systemic functional linguistics to explore digital technologies in educational contexts

2013 ◽  
Vol 33 (4-5) ◽  
Author(s):  
Caroline Coffin
Keyword(s):  
Meaning Making ◽  
Online Discussion ◽  
Systemic Functional Linguistics ◽  
Main Body ◽  
Discussion Forums ◽  
Functional Linguistics ◽  
Online Discussion Forums ◽  
Semiotic Resources ◽  
Fresh Perspective ◽  
Educational Argumentation

AbstractOver the last decade, technological innovation has led to new pedagogic sites, such as online discussion forums and virtual 3D worlds. In these sites students and teachers use language and other meaning-making resources to engage in educational argumentation. However, there have been few studies which have systematically explored the role of lexicogrammatical and other semiotic resources in the making of meaning in these contexts. This is because the main body of research underpinning claims around the affordances and limits of online argumentation is located within sociocognitive paradigms. By drawing on the tools of systemic functional linguistics and, where relevant, systemic functional-multimodal analysis, this article therefore offers a fresh perspective. I show how such tools can illuminate both the overarching textual shape and structure of online discussion forums and the ways in which meanings are made through language and other semiotic resources.

scholarly journals Translating Genre of News Stories and the Correlated Grammar in Analysing Student Translation Errors

2014 ◽  
Vol 58 (2) ◽  
pp. 373-396
Author(s):  
Gyung Hee Choi
Keyword(s):  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
The Other ◽  
Large Majority ◽  
News Story ◽  
News Reporting ◽  
Functional Linguistics ◽  
News Stories ◽  
Translation Errors ◽  
Lack Of Knowledge

In translation studies, genre and grammar have each flourished in their own right as a subject of study by a number of scholars. But research solely dedicated to the complementary relations between genre and grammar has been rare, particularly from the translation education perspective. Neither genre nor grammar can function properly without the other in a text because context (genre) and ‘wording’ (grammar) are inseparable. The aim of this paper is to examine the correlation between genre structure and grammar in the analysis of errors in student translations of news story texts. Drawing on Systemic Functional Linguistics (SFL), translations of two subtypes of news-reporting texts from English to Korean are analyzed. The main data include two source texts and their translations by nine Masters’students. The findings of this paper show that a large majority of translation mistakes arise from a lack of knowledge of genre structure and its interconnection with logical meaning (how clauses, sentences and paragraphs are combined). The research reported in this paper indicates that genre structure and grammar together constitute useful resources for teaching the translation of news-reporting texts, with more studies of genre structure in other subject fields desired.

scholarly journals Language Education and Systemic Functional Linguistics

2020 ◽  
Vol 11 (2) ◽  
pp. 234-249 ◽  
Author(s):  
Sthephanny Moncada Linares ◽  
Zhi-Ying Xin
Keyword(s):  
Text Analysis ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Systemic Functional Linguistics ◽  
Empirical Studies ◽  
Language Education ◽  
Literacy Intervention ◽  
Functional Linguistics ◽  
Practical Implications ◽  
Shed Light

The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language education, being the former widely recognized due to its potentiality to encourage both reflection and action for the participants involved. Recent empirical studies were located and thoroughly reviewed, which shed light on the three most researched areas including text analysis and literacy intervention, classroom discourse, and the language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly proposed.  

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