Linguistics and The Human Sciences最新文献

{"title":"The strategic use of engagement resources in engineering written reports","authors":"Claire Simpson-Smith","doi":"10.1558/lhs.22082","DOIUrl":"https://doi.org/10.1558/lhs.22082","url":null,"abstract":"Written engineering discourse is embedded in its social context and is sensitive to the relationship between an engineer and their client. In order for engineering writers to be able to frame their evidence as part of a convincing argument, they require a strong understanding of the client’s needs and the regulatory context. To present this understanding and framing in writing, the grammatical resources covered by the ENGAGEMENT framework (Martin and White, 2005) are crucial. Engagement resources offer the tools with which to position the voice of the writer in relation to the reader and other voices. This paper presents the findings of a study of the use of engagement resources in a corpus of professional engineering texts which are being used in a larger project investigating the persuasive discourse of engineering. The results indicate that engineering writers strategically manipulate the contraction and expansion of the discourse space in accordance with the purpose of the text, the nature of the evidence and their particular persuasive stance. This manipulation either opens or closes the amount of room afforded to the reader to disagree with the propositions presented. Engagement meanings are also graded to increase likelihood of success and downplay negative perceptions. Finally, engagement resources are selected in such a way to present an impression of objectivity in the writing style. These findings have implications for the teaching of writing to engineering students.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluative patterns in the concluding components of expounding essays","authors":"L. Cheung","doi":"10.1558/lhs.22671","DOIUrl":"https://doi.org/10.1558/lhs.22671","url":null,"abstract":"Essays that have an expounding or explaining nature are a common type of text in many academic disciplines such as business. While their primary function is to explain the causes or consequences of a phenomenon, they also serve to illustrate the writer’s perspective. In other words, these essays persuade readers to recognise the writer’s arguments, often when they are summarised in the concluding sentence of a paragraph with a final commentary. To illustrate how reasoning and persuasion are undertaken in the concluding components of a paragraph, this paper investigates the expounding essays written by English-as-a-Second-Language associate degree business students in a Hong Kong self-financed tertiary institution. To understand how logical coherence facilitates the writer’s evaluative stance, the present study examines the text structure and its influence on evaluative language choice by combining two analytical frameworks, Rhetorical Structure Theory (RST) and APPRAISAL. The textual focus is the body paragraphs announcing and explaining the factors or effects of a business topic to reveal how a conclusion is reached with an evaluative insight. The findings will demonstrate the common rhetorical relations for reasoning, elaborating and conjoining arguments. The findings will also illustrate the two key RST relations, Evaluation and Interpretation, located at the end of the paragraph. These two relations exhibit differences in the choice of explicit and implicit ATTITUDE resources. This paper concludes with a brief discussion on the pedagogical implications for instructing student writers in the rhetorical strategies for writing concluding components of a paragraph with an evaluative punch, based on the writer’s intention to resonate with his or her assessment throughout the paragraph or to make an alternative personal judgement over the subject matter.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"20 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dreamers and caminantes","authors":"Agata Żelachowska, Susana Marrón-González","doi":"10.1558/lhs.26272","DOIUrl":"https://doi.org/10.1558/lhs.26272","url":null,"abstract":"Migration remains a recurring yet controversial subject in today’s society. Previous research on press discourse has predominantly focused on migration metaphors from their verbal construction (Santa Ana, 1999; O’Brien, 2003) and the interplay with the visual mode in articles (Catalano & Waugh, 2013; Catalano & Mitchell-McCollough, 2019) or political cartoons (El Refaie, 2003). This genre frequently reflects an unfavorable and discriminatory representation of migrants through the lens of the host country. However, children’s picture books addressing this sensitive issue have received little attention despite their pedagogical value for promoting intercultural, positive attitudes at an early age in an increasingly multicultural and multilingual world. Our study aims to examine the metaphorical construction of migration in Yuyi Morales’ picture book Dreamers, combining the cognitive and social semiotic approaches (Forceville, 2016; Kress & Van Leeuwen, 2006; Painter et al., 2013) to shed light on how both frameworks can complement each other in Critical Discourse Analysis and to demonstrate how children’s picture books can constructively contribute to social change by providing a counterbalancing voice to the dominant narrative on migration.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Describing language: Form and function' Ruqaiya Hasan. Edited by Jonathan J. Webster and Carmel Cloran (2019)","authors":"Bo Wang, Yuanyi Ma, Mark Nartey","doi":"10.1558/lhs.26906","DOIUrl":"https://doi.org/10.1558/lhs.26906","url":null,"abstract":"Describing language: Form and functionRuqaiya Hasan. Edited by Jonathan J. Webster and Carmel CloranSheffield: Equinox, 2019. 371pp.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Viewing to Learn","authors":"D. Rose","doi":"10.1558/lhs.23546","DOIUrl":"https://doi.org/10.1558/lhs.23546","url":null,"abstract":"This study investigates the interplay between language, image, and gesture in science teaching in the school. It applies the theoretical framework of systemic functional semiotics, and the investigative method of pedagogic register analysis, to construct a detailed description of intermodal pedagogic practice. The approach is illustrated with a secondary science lesson that can be viewed online. The lesson is analysed from three perspectives: the structuring of learning activities, the interplay between verbal, visual, and gestural modalities in these activities, and teacher/learner interactions that negotiate the intermodal activities. Consistent patterns emerge in the global structures of lesson activities, and in micro-structures of interactions, in the ways that teachers orient learners to fields of study, guide their attention to salient elements of images and texts, and use their perceptions to build technical knowledge. The analyses offer an appliable resource for designing effective pedagogic practice using images.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127721413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language of Vietnamese School Science Textbooks","authors":"Van Van Hoang","doi":"10.1558/lhs.24319","DOIUrl":"https://doi.org/10.1558/lhs.24319","url":null,"abstract":"This paper explores textual meanings realised in the theme resources of a Vietnamese lower secondary school science textbook – Sinh h?c 8 (Biology 8). The theoretical framework employed for analysis is Systemic Functional Linguistics. The data for analysis is ten texts selected randomly from the textbook. The units of analysis are major independent clause simplexes and hypotactic clause complexes which have a subordinate clause in initial position. The research has brought to light a number of significant findings of which eight stand out. First, all five types of general Themes: simple Theme, multiple Theme, clausal Theme, unmarked Theme, and marked Theme are employed in the texts. Second, of the four mood function Themes: Subject Theme, Predicator Theme, Complement Theme, and Adjunct Theme, Subject Theme takes up the largest proportion. Third, of the three mood function simple Themes: simple Subject Theme, simple Predicator Theme and simple Adjunct Theme, simple Subject Theme has the highest number. Fourth, between textual + topical Theme and interpersonal + topical Theme, textual + topical Theme predominates. Fifth, of the three mood type simple Subject Theme: simple Subject Theme in declarative clause, simple Subject Theme in imperative clause and simple Subject Theme in interrogative clause, simple Subject Theme in declarative clause accounts for the highest number. Sixth, between simple Predicator Theme and multiple Predicator Theme, simple Predicator Theme has a much higher proportion. Seventh, of the nine types of simple Adjunct Theme examined, six are found in the texts, among which spatial location Adjunct Theme takes the highest number. And Eighth, Complement Theme, multiple Adjunct Theme, textual + interpersonal + topical Theme, interpersonal + topical/Subject Theme, matter Adjunct Theme, role Adjunct Theme, and stance Adjunct Theme are not found in the texts. It is concluded that Vietnamese textbook writers have employed quite a variety of theme resources to construct textual meanings and to create coherence and continuity of their texts.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124636757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Condensing Meaning","authors":"J. R. Martin, D. Rose","doi":"10.1558/lhs.25767","DOIUrl":"https://doi.org/10.1558/lhs.25767","url":null,"abstract":"In this chapter we address the challenge of interpreting and teaching complex infographics of the kind read and viewed in secondary school science in Australia. Inspired by the work of Bateman and his colleagues we adopt a complementary bottom-up and top-down perspective – analysing infographics bottom-up in terms of general gestalt grouping principles (for both micro- and macro-groups) and interpreting images top-down with respect to abductions based on modelling of the relevant field (as activity, item, and property), in Systemic Functional Linguistic theory (SFL). We then compare two infographics in detail, considering how mitosis is intermodally construed as activity and composition in verbiage and image. The key finding arising from this analysis is that in spite of the complexity of the infographics, considerable information has to be abduced, drawing on additional knowledge of the field – information that the co-text in the textbooks accompanying these infographics may not make explicit. This highlights the importance of multimodal literacy pedagogy as a crucial part of science education. We show how such a pedagogy can address the complexity of reading infographics in conjunction with verbal co-text. In this kind of carefully scaffolded methodology, the synoptic view of complex knowledge aggregation provided by infographics can play a significant role in the dynamics of knowledge building.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122883888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revisiting Halliday (1990) ‘New Ways of Meaning: The Challenge to Applied Linguistics’","authors":"Locky Law, C. Matthiessen","doi":"10.1558/lhs.23599","DOIUrl":"https://doi.org/10.1558/lhs.23599","url":null,"abstract":"Three decades ago, M. A. K. Halliday, the founder of systemic functional linguistics (SFL), presented a paper to AILA in Greece entitled ‘New Ways of Meaning: A Challenge to Applied Linguistics’ (Halliday, 1990), which introduced the notion of an ecological study of language (Fill and Mühlhäusler, 2001). In this seminal paper, Halliday emphasizes that ‘language does not passively reflect reality; language actively creates reality’ (cf. Halliday and Matthiessen, 1999) and that ‘lexicogrammar... shapes experience and transforms our perceptions into meanings’ (Halliday, 1990: 65). He identifies three ‘problematic spheres’ as foreseeable challenges – language planning, the register of scientific discourse and of language and prejudice, involving the deployment of resources within the system that constructs sexism, racism, growthism, and classism; and highlights the role of future applied linguists – ‘to use our theory of grammar... as a metatheory for understanding how grammar functions as a theory of experience’ (1990: 69) and ‘to learn to educate five billion children ... at such a time it is as well to reflect on how language construes the world’ (1990: 91), one that contains numerous ecosystems essential to the human survival.\u0000Three decades later, at a time when we humans continue to destroy the only habitable planet known in the universe, ‘ecolinguistics’ has been established and recognized as a field of research and activity (one involving ideological tensions, cf. Martin, 1986), drawing centrally on Halliday (1990), but is his challenge being met outside the academic community? We revisit the challenge and mission envisaged by Halliday to answer the questions, ‘What has changed?’ and ‘What still needs to be done?’ We adopt a systemic functional linguistics approach to investigate the questions in a wide range of registers where environmental issues are being processed semiotically and opinions are being formed, including examples from political discourse, news media, social media, and late-night talk shows on topics surrounding climate change, renewable energy, wildlife conservation and extinction, and economic inequality. We also pay attention to texts likely to be influential in the life of children and their gradual construal of their own world views with associated value systems (cf. Matthiessen, 2015).","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129004214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systemic Functional Linguistics and Translation Studies Edited by Mira Kim, Jeremy Munday, Zhenhua Wang and Pin Wang","authors":"Daqun Zhang","doi":"10.1558/lhs.20785","DOIUrl":"https://doi.org/10.1558/lhs.20785","url":null,"abstract":"Systemic Functional Linguistics and Translation Studies Edited by Mira Kim, Jeremy Munday, Zhenhua Wang and Pin Wang 2021, Bloomsbury Academic, xvi + 242 pp., ISBN: 978-1-3500-9186-3","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124017311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Concept of ‘Translation Equivalence’","authors":"Van Van Hoang","doi":"10.1558/lhs.20269","DOIUrl":"https://doi.org/10.1558/lhs.20269","url":null,"abstract":"This paper focuses on how Systemic Functional Linguistics (SFL) conceptualizes translation equivalence (TE) – a concept which seems to resist any satisfactory treatment. To provide background for the study, the paper first examines some widely known formal and non-systemic functional (non-SF) perspectives on TE. Then it presents the SFL perspective on TE, focusing in particular on the current SFL perspective on TE as expounded by Halliday (2001, 2017) and Matthiessen (2001). To demonstrate the ‘appliability’ (Halliday, 2017: 34) and relevance of SFL to TE studies and translation practice, a mini-case study is conducted in which, using the current SFL model as the theoretical framework, the paper analyzes, compares, and establishes equivalent as well as non-equivalent points between a source language text passage from ‘The Old Man and the Sea’ by the American Nobel Laureate in literature, Ernest Hemmingway, and its Vietnamese translated version from ‘Ông già và bien ca’ by Huy Phuong. The study shows that SFL is highly relevant for TE. It is an ‘extravagant’ (Halliday and Martin, 2005: 26), comprehensive, coherent, and multidimensional model of language which can open huge potential for researchers and translators to use it as a theoretical framework for TE studies and translation practice.","PeriodicalId":215707,"journal":{"name":"Linguistics and The Human Sciences","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127746149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}