The Roles of Attitude in The Storyline of Beauty and The Beast (2017) Movie (Systemic Functional Linguistics Approach)

<p>This research is about analyzing the attitude used by the script writer in Beauty and The Beast (2017) movie. It is aimed to find the roles of attitude in giving the characterizations in the movie and the roles of attitude in building the narrative text in the movie using systemic functional linguistics approach.</p><p>This research is a descriptive qualitative research, implementing descriptive comparative method with discourse analysis. The source of the data is the utterances from the characters. Primary data were also collected applied genre relation, characterization theory and systemic functional linguistics, especially appraisal theory. In analyzing the data applied Miles &amp; Hubberman’ s (1992) interactive model with Spradley’s (1980) ethnographic steps which include domain, taxonomy, componential, and cultural context analysis.</p><span>The results of this research show the findings: (1) attitude takes roles in giving direct and indirect characterizations in the form of physical description, action, emotional and physical reaction, thought, speech, (2) In building the narrative text, affect takes roles to express the characters’ emotional feeling, judgement is used to describe and evaluate the characters’ behavior, and appreciation is used to describe the character’s physical appearance, the setting of place of the story and to give an abstract valuation. </span>

Evidentiality and other types readjusted: interpersonal modality revisited

Interpersonal modality, bifurcating modalization and modulation, is an important construct of interpersonal meaning in the architecture of Systemic Functional Linguistics. By meticulously reviewing relevant researches from the perspectives of traditional modality and modality’s semantic map, three respects with respect to the system of interpersonal modality have been supplemented. Firstly, modalization, being subcategorized into possibility and usuality, is suggested to entertain evidentiality from the traditional sense. Secondly, considering the delicacy of the system of interpersonal modality, possibility in modalization should be further categorized into epistemic and root possibility; necessity as one subtype of modulation, superseding the original obligation in modulation, is subclassified into obligation and permission; inclination, being the other subtype of modulation, should be specified as the superordinate of volition and ability. Thirdly, the shifting of modal meanings from root possibility to epistemic possibility in modalization and from inclination to necessity in modulation should be clearly specified as far as language evolvement is concerned.

Exploring ecological identity from the perspective of systemic functional linguistics

Ecological identity, acting as the baton to guide the public’s behavior in nature, is closely correlated with environmental crises that threaten human survival. Previous studies of ecological identity are mostly conducted in the domain of sociopsychology with an emphasis on human’s attitude and behavior. Less attention, however, has been paid to the discursive construction of one’s ecological identity. The current study aims to build a framework to explore the mechanism of discursive strategies in constructing one’s ecological identity. To this end, this article classifies different ecological identities according to their impact on nature and the ecosophy of holism. It then puts forward a framework based on systemic functional linguistics to explore how lexicogrammatical resources can be employed strategically in the construction of ecological identity. The framework is significant for ecolinguistic investigations of identity and the cultivation of human’s critical language awareness related to the protection of ecosystems.

Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”

Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem. Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent. Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.

“Que nadie te arrebate esta partida”: An Analysis of a Historic Mexican Women’s Manifestation Journalist’ Article

Femicide events in Mexico has become a crisis along the country. The journalist’ article Que nadie te arrebate esta partida (2020) wrote it by the journalist Gabriela Warkentin sheds light through to the relation between femicide and three recent female stories. The present paper is based on critical discourse theory and Halliday’s (1978) Systemic Functional Linguistics (SFL) to scrutinize the journalist’ article. Besides, the present examination considers the importance of draw attention to the increasing prevalence of femicides as a national concern.

Generic structure of descriptive text written English language learner and teachers

The objective of this research is to describe the appropriateness and inappropriateness of participants in formulating identification in descriptive text. The researcher applies the theory of Gerot and Wignel (1994) from the perspective of systemic functional linguistics. To achieve the aim of this research, the researcher used a descriptive qualitative research design. The participants of this research come from three different groups (students at junior high school, English department students, and English teachers). It was chosen since the whole group is familiar with this kind of genre. Since the pandemic situation, the researcher used WhatsUp as a supporting instrument to collect the data. After analyzing the data (interactive data analysis) through the implementation of the systemic functional linguistics perspective, the researcher got the result. This research shows that 50% of junior high school students categorized appropriately in writing identification, 20% of English department students categorized appropriately, and 60% of English teachers categorized appropriately. Based on the results above, it can be concluded that the participants have a poor ability to write identification. It suggests that the English teachers' training program and English teachers have a better pedagogical plan and knowledge of the genre before teaching descriptive text.

L2 Theme development in Discursive and Experimental undergraduate student writing

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.