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.

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 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.

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.

BAAL/CUP Seminars 2010

2011 ◽  
Vol 45 (1) ◽  
pp. 131-133
Author(s):  
James Donohue
Keyword(s):  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Open University ◽  
Academic Literacies ◽  
Postgraduate Students ◽  
Functional Linguistics ◽  
Milton Keynes

The Open University, Milton Keynes, 21 April 2010This seminar, organised by Caroline Coffin and Jim Donohue (both from the Open University, UK), took the form of a day of dialogue between invited experts and other interested parties, including academic writing practitioners, researchers and postgraduate students. The invited speakers were asked to form panels representing either Academic Literacies or Systemic Functional Linguistics.

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>

scholarly journals Transitivity Structure of Research Articles: Variations across Sections

2021 ◽  
Vol 14 (8) ◽  
pp. 8
Author(s):  
Xindi Zheng
Keyword(s):  
Academic Writing ◽  
Applied Linguistics ◽  
Academic Discourse ◽  
Meaning Construction ◽  
Research Articles ◽  
Writing Courses ◽  
Experiential Meaning

This study investigates the transitivity structure of research articles and examines the variations of process types across sections, aiming to explore experiential meaning construction in academic discourse. The corpus for this study consists of ten applied linguistics research articles published from 2018 to 2020 in the top journals of the discipline. Features of the transitivity structure of the whole research articles are presented. The distribution of different process types is also examined in relation to the rhetorical purposes and stylistic features of the abstract, introduction, method, results and discussion, and conclusion sections. The findings reveal that transitivity structure could largely reflect the stylistic features of research articles, which are characterized as being informative and objective as well as interpersonal. Results also show that the distribution of process types may contribute to the regularity manifestation and purpose fulfillment of distinctive sections. This study has implications for both academic writers and academic writing courses.&nbsp; &nbsp;

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>

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.

scholarly journals COMPARING HEDGES USED BY ENGLISH AND INDONESIAN SCHOLARS IN PUBLISHED RESEARCH ARTICLES: A CORPUS-BASED STUDY

2015 ◽  
Vol 26 (2) ◽  
pp. 209 ◽  
Author(s):  
I Nyoman Suka Sanjaya ◽  
Anak Agung Raka Sitawati ◽  
Ni Ketut Suciani
Keyword(s):  
Statistical Analysis ◽  
Academic Writing ◽  
Native Speaker ◽  
Applied Linguistics ◽  
Research Articles ◽  
Special Instruction ◽  
Truth Value ◽  
Rhetorical Features ◽  
Published Research

The study examines whether English and Indonesian research articles written by their respective native speaker scholars are significantly different from each other in terms of the number of hedges used. Hedges are rhetorical features (e.g. may, perhaps, suggest) used to withhold complete commitment to the truth-value of propositions. The ultimate goal of the study is to examine whether Indonesian scholars need special instruction in hedging propositions. The assumption underlying the present study is that when they write in English, Indonesian scholars will deploy rhetorical features inherent in the Indonesian academic writing. Statistical analysis on 52 Applied Linguistics research articles (26 from each language) reveals that English research articles contain significantly more hedges than their Indonesian counterparts (Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = - 0.69), suggesting that Indonesian scholars are indeed in need of instruction that specifically focuses on hedging propositions in English.

scholarly journals Move Analysis of Conclusions as Components of Research Articles in Persian and English

2016 ◽  
Vol 11 (1) ◽  
pp. 09 ◽  
Author(s):  
Gerannaz Zamani ◽  
Saman Ebadi
Keyword(s):  
Academic Writing ◽  
Civil Engineering ◽  
Applied Linguistics ◽  
Research Articles ◽  
Future Research ◽  
Chi Square ◽  
International Discourse ◽  
Novice Writers ◽  
Chi Square Analysis ◽  
Conclusion Section

The structure of the conclusion sections in Research Articles (RAs) is of significance in academic writing. The conclusion section does not only provide an outline of the study, but also other important elements, such as recommendations, implications and statements of possible lines of future research. This paper reports on an analysis of the conclusion sections of Persian and English Research Articles (RAs) published in international journals. To meet this end 20 RAs were selected from the fields of Civil Engineering and Applied Linguistics. The Conclusion sections of the papers were examined for their moves based on Yang and Allison’s (2003) move model.  The frequency analysis of the moves showed slight differences among the moves employed and the Chi-Square analysis did not show significant differences between the moves used in Conclusion sections of RAs in Civil Engineering and Applied Linguistics as well as between Persian and English RAs. The study contributes to a richer understanding of the conclusion structure of research articles and offers ESP/EFL instructors and researchers, insights which can be used in the instruction of the conventions or expectations of academic writing. Novice writers and non-native students can benefit from it, mainly because it helps them eliminate their writing dilemmas and assists them to take part in international discourse communities.  Key Words: Conclusion section; Contrastive move analysis; Genre analysis; Research articles

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