Pub Date : 2019-07-22DOI: 10.1075/LANGCT.00016.HAR
F. Christie
This article reviews Functional grammatics: Re-conceptualizing knowledge about language and image for school English
本文综述了功能语法:重新定义学校英语语言和形象知识
{"title":"Mary Macken-Horarik, Kristina Love, Carmel Sandiford & Len Unsworth Functional grammatics:\u0000 Re-conceptualizing knowledge about language and image for school English","authors":"F. Christie","doi":"10.1075/LANGCT.00016.HAR","DOIUrl":"https://doi.org/10.1075/LANGCT.00016.HAR","url":null,"abstract":"This article reviews Functional grammatics: Re-conceptualizing knowledge about language and image for school English","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46500763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grammatical metaphors are indispensable resources that scientists employ to create scientific worlds. Nominalization, as a powerful tool of grammatical metaphor, can shed new light on the nature of economics through reconstruing human experiences in the process of economic activities. This study endeavours to initiate an innovative way to study nominalizations in economics discourses by extracting nouns in a self-built 1-million-word corpus of economics textbooks (CETB). The results show that nouns and nominalizations, accounting respectively for 21% and 10% of the total words in the corpus, have construed the vast theoretical edifice of modern economic knowledge. In addition to transmitting disciplinary knowledge to achieve ideational functions, nominalizations can also situate the participants within the economics discourse community to fulfil interpersonal functions, and facilitate the text to progress as a chain of reasoning to perform textual functions. This investigation of nouns as well as lexical bundles not only provides new insights into nominalization but also provides an important entry point to observe discipline-specific lexis and the typical co-text in which items occur. This study, as a combination of work in economics, corpus linguistics and systemic functional linguistics, has implications for education in economics as well as the study of disciplinary English in other fields.
{"title":"Nouns and nominalizations in economics\u0000 textbooks","authors":"Chunyu Hu, Hongmiao Gao","doi":"10.1075/LANGCT.00012.HU","DOIUrl":"https://doi.org/10.1075/LANGCT.00012.HU","url":null,"abstract":"\u0000 Grammatical metaphors are indispensable resources that\u0000 scientists employ to create scientific worlds. Nominalization, as a powerful\u0000 tool of grammatical metaphor, can shed new light on the nature of economics\u0000 through reconstruing human experiences in the process of economic activities.\u0000 This study endeavours to initiate an innovative way to study nominalizations in\u0000 economics discourses by extracting nouns in a self-built 1-million-word corpus\u0000 of economics textbooks (CETB). The results show that nouns and nominalizations,\u0000 accounting respectively for 21% and 10% of the total words in the corpus, have\u0000 construed the vast theoretical edifice of modern economic knowledge. In addition\u0000 to transmitting disciplinary knowledge to achieve ideational functions,\u0000 nominalizations can also situate the participants within the economics discourse\u0000 community to fulfil interpersonal functions, and facilitate the text to progress\u0000 as a chain of reasoning to perform textual functions. This investigation of nouns\u0000 as well as lexical bundles not only provides new insights into nominalization\u0000 but also provides an important entry point to observe discipline-specific lexis\u0000 and the typical co-text in which items occur. This study, as a combination of\u0000 work in economics, corpus linguistics and systemic functional linguistics, has\u0000 implications for education in economics as well as the study of disciplinary\u0000 English in other fields.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47039944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-22DOI: 10.1075/langct.00015.wan
C. Matthiessen, Bo Wang, Yuanyi Ma
Christian M. I. M. Matthiessen was a long-time collaborator and close friend of M. A. K. Halliday, and has co-authored various books with Halliday, some of which have not yet been published. In the second part of the interview, Matthiessen discusses Halliday’s engagement with computational linguistics, provides details of Halliday’s experiences as a language teacher, comments on Halliday’s contributions to language development, introduces Halliday’s collaboration with Basil Bernstein and Halliday’s conception of language as social semiotics, and reflects on Halliday’s influence on Matthiessen himself.
克里斯蒂安M。 我 Matthiessen先生是M。 A. K.Halliday，并与Halliday合著了多本书，其中一些尚未出版。在访谈的第二部分，Matthiessen讨论了韩礼德对计算语言学的参与，详细介绍了韩礼迪作为语言教师的经历，评论了韩礼达对语言发展的贡献，介绍了韩礼德与Basil Bernstein的合作以及韩礼德将语言视为社会符号学的概念，并反思了韩礼德对马蒂森本人的影响。
{"title":"Matthiessen on Halliday","authors":"C. Matthiessen, Bo Wang, Yuanyi Ma","doi":"10.1075/langct.00015.wan","DOIUrl":"https://doi.org/10.1075/langct.00015.wan","url":null,"abstract":"\u0000 Christian M. I. M. Matthiessen was a long-time collaborator and close friend of M. A. K. Halliday, and has\u0000 co-authored various books with Halliday, some of which have not yet been published. In the second part of the interview,\u0000 Matthiessen discusses Halliday’s engagement with computational linguistics, provides details of Halliday’s experiences as a\u0000 language teacher, comments on Halliday’s contributions to language development, introduces Halliday’s collaboration with Basil\u0000 Bernstein and Halliday’s conception of language as social semiotics, and reflects on Halliday’s influence on Matthiessen\u0000 himself.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49478413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-22DOI: 10.1075/LANGCT.00014.RAV
Louise J. Ravelli
While many aspects of disciplinary communication have been effectively illuminated by systemic functional linguistics, the ‘multimodal’ turn of communication requires some rethinking of old frameworks. In academic disciplines such as History, recent epistemological changes further highlight this need. From animations used by primary school students to doctoral theses, this paper draws on the systemic functional notion of register to explore how multimodal choices contribute to field, tenor and mode, just as linguistic choices do. Such multimodal examples may occur in forms which can be described as implicitly multimodal, explicitly multimodal or fully intersemiotic. All contribute to emerging forms of epistemology in the discipline and to new textual forms, with particular implications for educational practice.
{"title":"Multimodality and the register of disciplinary History","authors":"Louise J. Ravelli","doi":"10.1075/LANGCT.00014.RAV","DOIUrl":"https://doi.org/10.1075/LANGCT.00014.RAV","url":null,"abstract":"\u0000 While many aspects of disciplinary communication have been effectively illuminated by systemic functional\u0000 linguistics, the ‘multimodal’ turn of communication requires some rethinking of old frameworks. In academic disciplines such as\u0000 History, recent epistemological changes further highlight this need. From animations used by primary school students to doctoral\u0000 theses, this paper draws on the systemic functional notion of register to explore how multimodal choices contribute to field,\u0000 tenor and mode, just as linguistic choices do. Such multimodal examples may occur in forms which can be described as implicitly\u0000 multimodal, explicitly multimodal or fully intersemiotic. All contribute to emerging forms of epistemology in the discipline and\u0000 to new textual forms, with particular implications for educational practice.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47377972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/langct.00001.edi
{"title":"Editorial","authors":"","doi":"10.1075/langct.00001.edi","DOIUrl":"https://doi.org/10.1075/langct.00001.edi","url":null,"abstract":"","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47683886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/LANGCT.00004.GAR
Sheena Gardner, Xiaoyu Xu
Following an exploration of engineering programmes in higher education, and a review of literature on engineering registers, genres and disciplines, this paper asks if there is a register for engineering. Word frequencies, n-grams and frequent n-grams in context were analysed in a 7.3 million word corpus created from four sections (Introduction, Materials & Methods, Results & Discussion, Conclusion) of over 1000 articles in civil, electrical and mechanical engineering. From the perspective of systemic functional linguistics, this reveals how engineering is construed through language that reflects the social context of high impact, open access, multi-modal, 21st century, international journal article publication, with multiple author roles, and prescribed genres, where reviewers focus on problem solving and facts, rather than persuasive claims.
{"title":"Engineering registers in the 21st century","authors":"Sheena Gardner, Xiaoyu Xu","doi":"10.1075/LANGCT.00004.GAR","DOIUrl":"https://doi.org/10.1075/LANGCT.00004.GAR","url":null,"abstract":"\u0000Following an exploration of engineering programmes in higher education, and a review of literature on engineering registers, genres\u0000and disciplines, this paper asks if there is a register for engineering. Word frequencies, n-grams and frequent n-grams in context\u0000were analysed in a 7.3 million word corpus created from four sections (Introduction, Materials & Methods, Results &\u0000Discussion, Conclusion) of over 1000 articles in civil, electrical and mechanical engineering. From the perspective of systemic\u0000functional linguistics, this reveals how engineering is construed through language that reflects the social context of high\u0000impact, open access, multi-modal, 21st century, international journal article publication, with multiple author roles, and\u0000prescribed genres, where reviewers focus on problem solving and facts, rather than persuasive claims.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/LANGCT.00007.FER
A. A. Ferreira, Sandra Zappa-Hollman
With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year program at the University of British Columbia, Canada. In integrating content and language instruction, the curriculum adopts systemic functional linguistics as the informing theory of language. Program registers and their relations are investigated using Matthiessen’s (2015) context-based register typology. This novel case study highlights register-curriculum relations in key aspects, including discipline-specific variation in register instruction, planned learning trajectories, faculty collaborations, and relations between English for general and specific academic purposes.
{"title":"Disciplinary registers in a first-year program","authors":"A. A. Ferreira, Sandra Zappa-Hollman","doi":"10.1075/LANGCT.00007.FER","DOIUrl":"https://doi.org/10.1075/LANGCT.00007.FER","url":null,"abstract":"\u0000With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an\u0000additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study\u0000investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year\u0000program at the University of British Columbia, Canada. In integrating content and language instruction, the curriculum adopts\u0000systemic functional linguistics as the informing theory of language. Program registers and their relations are investigated using\u0000Matthiessen’s (2015) context-based register typology. This novel case study\u0000highlights register-curriculum relations in key aspects, including discipline-specific variation in register instruction, planned\u0000learning trajectories, faculty collaborations, and relations between English for general and specific academic purposes.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43670876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/LANGCT.00006.NAV
Federico Navarro
This study aims to identify patterns of the system of theme in Spanish in 28 educational linguistics’ articles, an emerging field in Latin America. Results show a high number of textual and elaborated interpersonal Themes (especially in Conclusions), alongside a frequent choice of marked Themes (especially in Introductions) which adjust thematic strings, while the Subject is usually explicit and previous to the verb. Educationally-oriented articles tend to use more interpersonal Themes and preposed explicit Subjects, in what seems to be a disciplinary validation struggle. This research can help understand the construction of a new disciplinary discourse, connecting semantic and lexicogrammatical patterns to epistemological frameworks, while providing evidence to the realization of Theme and Subject across stages, disciplines and languages.
{"title":"The language of educational linguistics in Hispanic Latin America","authors":"Federico Navarro","doi":"10.1075/LANGCT.00006.NAV","DOIUrl":"https://doi.org/10.1075/LANGCT.00006.NAV","url":null,"abstract":"\u0000This study aims to identify patterns of the system of theme in Spanish in 28 educational linguistics’ articles, an\u0000emerging field in Latin America. Results show a high number of textual and elaborated interpersonal Themes (especially in\u0000Conclusions), alongside a frequent choice of marked Themes (especially in Introductions) which adjust thematic strings, while the\u0000Subject is usually explicit and previous to the verb. Educationally-oriented articles tend to use more interpersonal Themes and\u0000preposed explicit Subjects, in what seems to be a disciplinary validation struggle. This research can help understand the\u0000construction of a new disciplinary discourse, connecting semantic and lexicogrammatical patterns to epistemological frameworks,\u0000while providing evidence to the realization of Theme and Subject across stages, disciplines and languages.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45830117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/LANGCT.00008.LUK
Annabelle Lukin
This article reviews Discourse, grammar and ideology: Functional and cognitive perspectives
本文从功能和认知的角度综述了语篇、语法和意识形态
{"title":"Christopher Hart Discourse, grammar and ideology: Functional and cognitive perspectives","authors":"Annabelle Lukin","doi":"10.1075/LANGCT.00008.LUK","DOIUrl":"https://doi.org/10.1075/LANGCT.00008.LUK","url":null,"abstract":"This article reviews Discourse, grammar and ideology: Functional and cognitive perspectives","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43116146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-04DOI: 10.1075/LANGCT.00003.GAR
Alexandra I. García
Given the pressing issues that affect nursing education (e.g. higher attrition and plagiarism rates), this study aims to obtain initial insight on whether nursing textbooks meet the demands of their context of situation. These demands could be listed as: construing biomedical knowledge, establishing a pattern of evidence-based nursing practice and promoting the values of person-centred care. For this analysis, I draw on aspects of parameters of context developed by Hasan (2004), Butt (2004) and Matthiessen (2015), and relate them to their semantic and lexicogrammatical realisation across different metafunctions using corpus-based techniques and detailed manual analysis of short extracts. The results may suggest that nursing textbooks may be meeting the demands of nursing as a research-based discipline but failing to model empathetic communication.
{"title":"An exploratory account of the register of nursing textbooks","authors":"Alexandra I. García","doi":"10.1075/LANGCT.00003.GAR","DOIUrl":"https://doi.org/10.1075/LANGCT.00003.GAR","url":null,"abstract":"\u0000Given the pressing issues that affect nursing education (e.g. higher attrition and plagiarism rates), this study aims to obtain\u0000initial insight on whether nursing textbooks meet the demands of their context of situation. These demands could be listed as:\u0000construing biomedical knowledge, establishing a pattern of evidence-based nursing practice and promoting the values of\u0000person-centred care. For this analysis, I draw on aspects of parameters of context developed by Hasan (2004), Butt (2004) and Matthiessen (2015), and relate them to their semantic and lexicogrammatical realisation across different\u0000metafunctions using corpus-based techniques and detailed manual analysis of short extracts. The results may suggest that nursing\u0000textbooks may be meeting the demands of nursing as a research-based discipline but failing to model empathetic communication.","PeriodicalId":29846,"journal":{"name":"Language Context and Text-The Social Semiotics Forum","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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