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This work comprises a collection of the writings of Ruqaiya Hasan,
an influential figure in the systemic functional linguistic
learning school. It discusses the relation between text and context
and the realization of context in language; the 'network', which is
outlined as analytic tool which can be applied at two strata of
language, the lexico-grammatical and the semantic; as well as
aspects of the social structure that are implicated in the way
cultures and subcultures express themselves.
The two volume set Continuing Discourse on Language offers the
reader a selective account of the evolution of important aspects of
Halliday's Systemic Functional Linguistics over the last couple of
decades. The range of topics covered includes not only certain
fundamental concepts at the level of theory but also an account of
the wide range of applications enabled by the descriptive framework
that the theory has generated. Given its acclaimed perspective on
language as social semiotic, SFL has always located semiotic
activity in relation to human life: in the chapters of these two
volumes internationally recognised authors attempt to show the ways
in which SFL relates to recent research on cognition, on
socio-cultural contexts, and in computational linguistics. A theory
is only as good as the description and application it enables:
conceptualising the relations of theory and practice as a
dialectic, SFL has created a framework for the analysis of language
from the level of cultural context to that of the media for
semiotic expressions. Continuing Discourse on Language gives the
reader an insight into the continuing evolution of the impressive
range of frames of description and their applications: from
typology to multi-modality, from models of discourse analysis to
translation and stylistics, from the role of language in knowledge
construal to language education, genre based pedagogy and web based
learning, the two volumes together provide a rich resource for
students and researchers in language study for understanding,
practicing and applying a linguistics keenly aware of the role of
language in social life.
Cohesion in English is concerned with a relatively neglected part
of the linguistic system: its resources for text construction, the
range of meanings that are speciffically associated with relating
what is being spoken or written to its semantic environment. A
principal component of these resources is 'cohesion'. This book
studies the cohesion that arises from semantic relations between
sentences. Reference from one to the other, repetition of word
meanings, the conjunctive force of but, so, then and the like are
considered. Further, it describes a method for analysing and coding
sentences, which is applied to specimen texts.
The concept context of situation introduced by Malinowski some
eighty years ago has now become an essential element of the
vocabulary of any linguistic theory whose aim it is to reveal the
nature of language. With the abandonment of the spurious
distinction between competence and performance, the process of
language, i.e., language use, has claimed its rightful place in the
study of language. The chapters of this book focus on the relations
of context and text, conceptualising the latter as language
operative in some recognizable social context. It is argued that
context is not simply a backdrop for the occurrence of words;
rather, it is an active element which on the one hand plays a
crucial role in the progression of human discourse and on the other
enters into and shapes the very nature of language as process and
as system, furnishing the foundation for functionality in language.
Acting as the interface between language and society, context
analysis reveals the power of language for creating, maintaining,
and changing human relationships.
Cohesion in English is concerned with a relatively neglected part
of the linguistic system: its resources for text construction, the
range of meanings that are speciffically associated with relating
what is being spoken or written to its semantic environment. A
principal component of these resources is 'cohesion'. This book
studies the cohesion that arises from semantic relations between
sentences. Reference from one to the other, repetition of word
meanings, the conjunctive force of but, so, then and the like are
considered. Further, it describes a method for analysing and coding
sentences, which is applied to specimen texts.
The concept context of situation introduced by Malinowski some
eighty years ago has now become an essential element of the
vocabulary of any linguistic theory whose aim it is to reveal the
nature of language. With the abandonment of the spurious
distinction between competence and performance, the process of
language, i.e., language use, has claimed its rightful place in the
study of language. The chapters of this book focus on the relations
of context and text, conceptualising the latter as language
operative in some recognizable social context. It is argued that
context is not simply a backdrop for the occurrence of words;
rather, it is an active element which on the one hand plays a
crucial role in the progression of human discourse and on the other
enters into and shapes the very nature of language as process and
as system, furnishing the foundation for functionality in language.
Acting as the interface between language and society, context
analysis reveals the power of language for creating, maintaining,
and changing human relationships.
How does one's grammar depend on one's conception of language? In
systemic functional linguistics, language is viewed as a meaning
potential, thus embracing the view, now supported by contemporary
theories of the evolution of human consciousness, that language has
evolved in the living of life in society. Using the theoretical
framework of systemic functional linguistics, the chapters of this
book explore the nature of language, the relations of meaning and
society, of form and meaning, and of grammar and lexis. Halliday
has referred to the level of lexicogrammar as the powerhouse of
language: this is where the resource for creating linguistic
meaning resides. But language as resource cannot be adequately
described as a set of syntagmatic structures; instead, the primary
focus must be on the paradigmatic axis, which after all furnishes
the principle for the actualisation of syntagms. Accordingly,
aspects of Urdu and English semantics, grammar and lexis are
presented here in terms of systemic options, realised as
structures.
The chapters of this volume explore the intimate relations of
society, language and mind: the development of each of these
depends on the contribution of the other two. In this sense they
are co-genetic: mind has recently been described by the famous
neuro-scientist, Susan Greenfield, as 'personalized brain.' The
development of human mind depends on what it experiences; for human
beings, experience goes beyond sensation: it is made of meaning,
and interpretation/meaning, in turn, is construed by the various
semiotic modalities, of which language is perhaps the most flexible
and most pervasive. But language has itself evolved in the course
of attempts to reach an 'other.' By shaping the nature of
communication, human relations shape also the nature of language;
meanings exchanged in verbal interaction become a major force in
shaping forms of consciousness; and our consciousness reveals
itself in our cultural practices, our ways of being, doing and
saying.
The sociolinguistic turn of the 1960's has been remarkably
successful: variability of language is no longer an issue open to
debate. But studies of variation have by and large been restricted
to the level of expression. This volume offers a critique of
present day sociolinguistics, arguing that since meaning is
critical to all contexts of life in society, ignoring it has led to
a number of serious problems, foremost among them a mis-conception
of the nature of sociolinguistics itself. By examining the
possibility of systematic variation at the level of meaning, the
volume makes a positive contribution to opening up a debate about
the possibility of the neglected/ misrepresented notion of semantic
variation. Most chapters of the volume present an account of
certain aspects of an empirical research which strongly supports
the view that systematic variation in the choice of semantic
features occurs across different social groups. Mothers and their
young children less than four years old showed in their naturally
occurring conversation a highly systematic, statistically
significant, orientation to distinct styles of meaning, which
correlated with their social positioning, and/or with the gender of
the children. The comparison of kindergarten teachers' ways of
meaning with those of mothers' provides empirical proof that
teacher talk is an exaggerated version of middle class mothers'
talk. The volume is relevant on the one hand to theoretical issues
in linguistics and sociolinguistics and on the other, to any
serious discourse about equitable education.
The last two decades have seen a good deal of work in educational
linguistics, which has created a deeper understanding of how
language works in different varieties of discourse and what a
teacher needs to know for engaging successfully in language
education. In this sense, the focus has been largely on
instructional discourse - i.e., what is to be taught. The chapters
of this book attempt to widen the field by focussing on who is
being taught. After all, the true active element in the processes
of education is the learner. Children have already acquired
specific ways of learning, long before they enter the classroom,
and in pluralistic societies learning styles vary systematically
across communities. This book argues on the one hand the need to
attend to the different voices in the classroom, and on the other
to encourage an attitude of enquiry which creates awareness of the
power of discourse in maintaining and/or changing societies.
How does one's grammar depend on one's conception of language? In
systemic functional linguistics, language is viewed as a meaning
potential, thus embracing the view, now supported by contemporary
theories of the evolution of human consciousness, that language has
evolved in the living of life in society. Using the theoretical
framework of systemic functional linguistics, the chapters of this
book explore the nature of language, the relations of meaning and
society, of form and meaning, and of grammar and lexis. Halliday
has referred to the level of lexicogrammar as the powerhouse of
language: this is where the resource for creating linguistic
meaning resides. But language as resource cannot be adequately
described as a set of syntagmatic structures; instead, the primary
focus must be on the paradigmatic axis, which after all furnishes
the principle for the actualisation of syntagms. Accordingly,
aspects of Urdu and English semantics, grammar and lexis are
presented here in terms of systemic options, realised as
structures.
The last two decades have seen a good deal of work in educational
linguistics, which has created a deeper understanding of how
language works in different varieties of discourse and what a
teacher needs to know for engaging successfully in language
education. In this sense, the focus has been largely on
instructional discourse - i.e., what is to be taught. The chapters
of this book attempt to widen the field by focussing on who is
being taught. After all, the true active element in the processes
of education is the learner. Children have already acquired
specific ways of learning, long before they enter the classroom,
and in pluralistic societies learning styles vary systematically
across communities. This book argues on the one hand the need to
attend to the different voices in the classroom, and on the other
to encourage an attitude of enquiry which creates awareness of the
power of discourse in maintaining and/or changing societies.
The two volume set Continuing Discourse on Language offers the
reader a selective account of the evolution of important aspects of
Halliday's Systemic Functional Linguistics over the last couple of
decades. The range of topics covered includes not only certain
fundamental concepts at the level of theory but also an account of
the wide range of applications enabled by the descriptive framework
that the theory has generated. Given its acclaimed perspective on
language as social semiotic, SFL has always located semiotic
activity in relation to human life: in the chapters of these two
volumes internationally recognised authors attempt to show the ways
in which SFL relates to recent research on cognition, on
socio-cultural contexts, and in computational linguistics. A theory
is only as good as the description and application it enables:
conceptualising the relations of theory and practice as a
dialectic, SFL has created a framework for the analysis of language
from the level of cultural context to that of the media for
semiotic expressions. Continuing Discourse on Language gives the
reader an insight into the continuing evolution of the impressive
range of frames of description and their applications: from
typology to multi-modality, from models of discourse analysis to
translation and stylistics, from the role of language in knowledge
construal to language education, genre based pedagogy and web based
learning, the two volumes together provide a rich resource for
students and researchers in language study for understanding,
practicing and applying a linguistics keenly aware of the role of
language in social life.
Intonation in the Grammar of English is written for scholars
interested in language but not necessarily linguists or
phoneticians. An introduction covers speech sound, locating it in
relation to other phenomena and disciplines, discussing its
representation and interpretation, and introducing the systems and
strata which frame its analysis in terms of systemic functional
linguistics. The three kinds of meaning -- textual meaning
(relating language to its ever changing context), interpersonal
meaning (allowing us to enact our social exchanges with others) and
ideational meaning (construing the logic through which we represent
the world we live in) -- are each achieved in part through
intonation. We make these meanings through choices: in terms of
locating the main rise or fall in an intonation contour; in terms
of fitting an intonation contour to part of a clause, to a whole
clause, or to more than a clause; and in terms of the shape of the
intonation contour. A CD ROM integrated with the book provides
examples as the systems of intonational choices are presented, and
also gives examples of these systems being drawn on in different
dialects of English, and in the many different exchange situations
in which speakers find themselves in the course of a day.
The sociolinguistic turn of the 1960's has been remarkably
successful: variability of language is no longer an issue open to
debate. But studies of variation have by and large been restricted
to the level of expression. This volume offers a critique of
present day sociolinguistics, arguing that since meaning is
critical to all contexts of life in society, ignoring it has led to
a number of serious problems, foremost among them a mis-conception
of the nature of sociolinguistics itself. By examining the
possibility of systematic variation at the level of meaning, the
volume makes a positive contribution to opening up a debate about
the possibility of the neglected/ misrepresented notion of semantic
variation. Most chapters of the volume present an account of
certain aspects of an empirical research which strongly supports
the view that systematic variation in the choice of semantic
features occurs across different social groups. Mothers and their
young children less than four years old showed in their naturally
occurring conversation a highly systematic, statistically
significant, orientation to distinct styles of meaning, which
correlated with their social positioning, and/or with the gender of
the children. The comparison of kindergarten teachers' ways of
meaning with those of mothers' provides empirical proof that
teacher talk is an exaggerated version of middle class mothers'
talk. The volume is relevant on the one hand to theoretical issues
in linguistics and sociolinguistics and on the other, to any
serious discourse about equitable education.
The chapters of this volume explore the intimate relations of
society, language and mind: the development of each of these
depends on the contribution of the other two. In this sense they
are co-genetic: mind has recently been described by the famous
neuro-scientist, Susan Greenfield, as 'personalized brain.' The
development of human mind depends on what it experiences; for human
beings, experience goes beyond sensation: it is made of meaning,
and interpretation/meaning, in turn, is construed by the various
semiotic modalities, of which language is perhaps the most flexible
and most pervasive. But language has itself evolved in the course
of attempts to reach an 'other.' By shaping the nature of
communication, human relations shape also the nature of language;
meanings exchanged in verbal interaction become a major force in
shaping forms of consciousness; and our consciousness reveals
itself in our cultural practices, our ways of being, doing and
saying.
Continuing Discourse on Language offers the reader a selective
account of the evolution of important aspects of Halliday's
Systemic Functional Linguistics over the last couple of decades.
The range of topics covered includes not only certain fundamental
concepts at the level of theory but also an account of the wide
range of applications enabled by the descriptive framework that the
theory has generated. Given its acclaimed perspective on language
as social semiotic, SFL has always located semiotic activity in
relation to human life: in the chapters of this book
internationally recognised authors attempt to show the ways in
which SFL relates to recent research on cognition, on
socio-cultural contexts, and in computational linguistics. A theory
is only as good as the description and application it enables:
conceptualising the relations of theory and practice as a
dialectic, SFL has created a framework for the analysis of language
from the level of cultural context to that of the media for
semiotic expressions. Continuing Discourse on Language gives the
reader an insight into the continuing evolution of the impressive
range of frames of description and their applications: from
typology to multi-modality, from models of discourse analysis to
translation and stylistics, from the role of language in knowledge
construal to language education, genre based pedagogy and web based
learning, the volume provides a rich resource for students and
researchers in language study for understanding, practicing and
applying a linguistics keenly aware of the role of language in
social life.
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