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From Language to Multimodality
This book shares the recent debates by systemic functional linguistics and other linguistic forums. Its principal focus is on how we use language to make meaning of the world, on how the systems and structures of the ideational function of language represent the realisation of our experiences of the... Read more
Published: 2008
Pages: 354
eBook: 9781845533472
This book shares the recent debates by systemic functional linguistics and other linguistic forums. Its principal focus is on how we use language to make meaning of the world, on how the systems and structures of the ideational function of language represent the realisation of our experiences of the world around us. The volume captures the endeavours of scholars working in different contexts, disciplines and languages around the world. Their contributions explore what underlies experiential and logical meaning-making through specific analyses of recently-created, contextually diverse, single texts or collections of texts, from mono- to multimodal texts. The issues addressed are: layers of meaning through the transitivity system; agency and subjectivity; what kinds of participants and circumstances are associated with various processes and how these vary across languages; new ways of researching and capturing the interaction of the experiential function with the other functions of language - interpersonal, textual and logical - in communicative contexts; how multimodality and new ways of modelling experience semiotically influence the work of linguists, linguistic description and application. The book displays the dynamic dialogue on theoretical and applied interests of scholars interested in functional linguistics and working in a wide range of academic contexts. At post-graduate level advanced students will benefit from new perspectives, the innovative thinking and research accounts that make up the collection. The papers highlight the flexibility of systemic functional linguistic approach and exemplify how it can offer deeper and further insights into potential ways of exploring meaning-making by drawing on recent seminal developments in ideation.
| Cover | Cover | ||
|---|---|---|---|
| Contents | v | ||
| Information about the authors | vii | ||
| Introduction | 1 | ||
| PART I | 15 | ||
| Chapter 1 | 17 | ||
| 1.1 Introduction | 17 | ||
| 1.2 Illustrating the approach: an analysis of a recipe | 17 | ||
| 1.3 Exploring ideology through transitivity choices in history texts | 20 | ||
| 1.4 Conclusion | 30 | ||
| Notes | 31 | ||
| References | 32 | ||
| Chapter 2 | 35 | ||
| 2.1 Introduction | 35 | ||
| 2.2 Corpus and methodology | 36 | ||
| 2.3 Corpus-based findings | 36 | ||
| 2.4 Conclusion | 43 | ||
| Notes | 43 | ||
| References | 43 | ||
| Chapter 3 | 47 | ||
| 3.1 Introduction | 47 | ||
| 3.2 Data Collection | 48 | ||
| 3.3 Analysis of clauses | 49 | ||
| 3.4 Are there coding dialects? | 58 | ||
| 3.5 Conclusions | 63 | ||
| Notes | 64 | ||
| References | 64 | ||
| PART II | 65 | ||
| Chapter 4 | 67 | ||
| 4.1 Introduction | 67 | ||
| 4.2 Research methodology | 68 | ||
| 4.3 Results of the analysis | 69 | ||
| 4.4 Discussion and concluding remarks | 82 | ||
| Notes | 83 | ||
| Sources of data | 83 | ||
| References | 84 | ||
| Chapter 5 | 87 | ||
| 5.1 Introduction | 87 | ||
| 5.2 Texts | 88 | ||
| 5.3 Construing attitude | 89 | ||
| 5.4 Summary of appraisal analysis | 94 | ||
| 5.5 Construing experience | 96 | ||
| 5.6 Summary of transitivity analysis | 101 | ||
| 5.7 Discussion of findings | 102 | ||
| Notes | 105 | ||
| References | 106 | ||
| Appendix 1 – SMH Text | 108 | ||
| Chapter 6 | 111 | ||
| 6.1 Introduction: integrating cohesion into a model of discourse | 111 | ||
| 6.2 Presenting and presuming reference: introducing and tracking participants | 112 | ||
| 6.3 Taxonomies: organising the experiential metafunction | 113 | ||
| 6.4 Bridging: connecting grammatical and lexical participants in text | 116 | ||
| 6.5 Burning Bridges: combining grammatical and lexical resources in participant tracking | 119 | ||
| 6.6 Applying the model: participant tracking in technical text | 123 | ||
| 6.7 Conclusion: bridging the metafunctions | 125 | ||
| Note | 127 | ||
| References | 127 | ||
| Chapter 7 | 131 | ||
| 7.1 Introduction | 131 | ||
| 7.2 SFL perspectives on scientific texts | 132 | ||
| 7.3 Aim | 133 | ||
| 7.4 Methodology | 133 | ||
| 7.5 Theoretical framework | 135 | ||
| 7.6 Results and discussion | 139 | ||
| 7.7 Tactic augmentation and circumstantial augmentation | 146 | ||
| 7.8 Conclusion and directions for further research | 149 | ||
| References | 149 | ||
| PART III | 153 | ||
| Chapter 8 | 155 | ||
| 8.1 Introduction | 155 | ||
| 8.2 The situational context of the two articles | 156 | ||
| 8.3 Changes in representational practices over time | 158 | ||
| 8.4 A discussion of the differences between Text 1 and Text 2 | 160 | ||
| 8.5 Implications for pedagogy | 165 | ||
| References | 167 | ||
| Chapter 9 | 169 | ||
| 9.1 Introduction | 169 | ||
| 9.2 Subjects and Angle on Field | 169 | ||
| 9.3 Disciplinary variation | 171 | ||
| 9.4 Disciplinary progression | 172 | ||
| 9.5 Studies of sentence subjects | 173 | ||
| 9.6 Sentence Subjects in BAWE student writing | 174 | ||
| 9.7 Issues in analysis | 176 | ||
| 9.8 Assignment Initial Sentence Subjects | 177 | ||
| 9.9 Angle on Field through AISS: a framework | 178 | ||
| 9.10 Comparisons across disciplines | 183 | ||
| 9.11 Progression across years | 185 | ||
| 9.12 Conclusion | 186 | ||
| Notes | 186 | ||
| References | 187 | ||
| Chapter 10 | 189 | ||
| 10.1 Introduction | 189 | ||
| 10.2 Data and initial analysis | 192 | ||
| 10.3 Function of the nominal groups in the transitivity of the clause | 194 | ||
| 10.4 The Experiential structure of the nominal groups | 200 | ||
| 10.5 Conclusion | 205 | ||
| References | 206 | ||
| Chapter 11 | 209 | ||
| 11.1 Introduction | 209 | ||
| 11.2 Genre theory: the recount genre as one of the story genres | 210 | ||
| 11.2 The study | 212 | ||
| 11.3 Results | 215 | ||
| 11.4 Discussion | 221 | ||
| 11.5 Conclusion | 224 | ||
| Acknowledgements | 224 | ||
| Notes | 225 | ||
| References | 225 | ||
| PART IV | 229 | ||
| Chapter 12 | 231 | ||
| 12.1 Introduction | 231 | ||
| 12.2 SF-MDA approach to mathematics discourse | 233 | ||
| 12.3 Ideational grammatical metaphor (GM) and semiotic metaphor (SM) | 236 | ||
| 12.4 Experiential meaning across a hierarchy of scales in Example 14 | 239 | ||
| 12.5 Multimodal construction of Experiential meaning in mathematics | 250 | ||
| References | 253 | ||
| Chapter 13 | 255 | ||
| 13.1 Introduction | 255 | ||
| 13.2 Listening Post | 256 | ||
| 13.3 Representations of individual and mass: aural, visual and verbal | 260 | ||
| 13.4 Conclusion | 271 | ||
| Notes | 273 | ||
| Source of data | 273 | ||
| References | 273 | ||
| Chapter 14 | 275 | ||
| 14.1 Introduction | 275 | ||
| 14.2 Multimodal analysis: an approach to multi-semiotic communication | 277 | ||
| 14.3 The Matrix trilogy and its posters | 278 | ||
| 14.4 Conclusion | 293 | ||
| Notes | 294 | ||
| Sources of poster data | 295 | ||
| References | 295 | ||
| Chapter 15 | 297 | ||
| 15.1 Introduction | 297 | ||
| 15.2 Social context | 298 | ||
| 15.3 Traversal of time and space | 299 | ||
| 15.4 Social impact and rhetorical significance | 300 | ||
| 15.5 The interplay of images and verbal text | 303 | ||
| 15.6 Multimodal text composition | 305 | ||
| 15.7 Reading images: a narrative structure of the children’s drawings in the article | 306 | ||
| 15.8 Information value, salience and framing | 308 | ||
| 15.9 An eclectic approach to multimodal text analysis | 310 | ||
| 15.10 Conclusion | 311 | ||
| Acknowledgement | 311 | ||
| Source of Data | 311 | ||
| References | 312 | ||
| Chapter 16 | 313 | ||
| 16.1 Introduction | 313 | ||
| 16.2 The theoretical issues | 314 | ||
| 16.3 The cartoons under analysis. | 317 | ||
| 16.4 Data analysis | 321 | ||
| 16.5 Discussion | 328 | ||
| 16.6 Conclusion and further research | 331 | ||
| Acknowledgements | 332 | ||
| References | 332 | ||
| Index of names | 335 | ||
| Index of subjects | 338 |