Página 1 dos resultados de 313 itens digitais encontrados em 0.008 segundos

Subtitling Words or omitting worlds? Systemic functional linguistics unveiling meanings translated out of the subtitles of the TV Series Heroes

Matielo, Rafael
Fonte: Florianópolis, SC Publicador: Florianópolis, SC
Tipo: Dissertação de Mestrado Formato: 137 p.| il., grafs.
ENG
Relevância na Pesquisa
46.23%
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente; Research in Translation Studies (TS), more specifically Audiovisual Translation Studies (AVT), has focused on film translation with an emphasis on technicalities, overlooking the linguistic dimension of subtitling (Espindola, 2010). In order to place direct attention to the language of subtitles (Espindola 2010), this thesis explores the interface between AVT and Systemic Functional Linguistics (SFL), analyzing the phenomenon of omission in the subtitles of the TV series Heroes. With a view to testing the methodological framework put forward by Kovaèiè (1998) and to comparing the results obtained from that study, this study investigates meanings translated out of the subtitles regarding lexical items omitted from the subtitles in terms of the experiential, interpersonal, and textual realization. The data analyzed presented 48 omissions of experiential, interpersonal, and textual components. Regarding experiential components, 12 omissions of Participants, 08 omissions of Circumstances, and 06 omissions of processes were found. Concerning lexical items realizing the interpersonal metafunction...

Working with disciplinary discourses in the light of systemic functional theory

Montemayor-Borsinger,Ann
Fonte: Pontifícia Universidade Católica de São Paulo - PUC-SP Publicador: Pontifícia Universidade Católica de São Paulo - PUC-SP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
56.15%
Genre-based approaches to working with specific disciplinary discourses are reexamined in the light of systemic functional theory. This paper discusses how the Systemic Functional Linguistics (SFL) stratified model of language is used for research writing workshops held at a physics and engineering institute where English dominates as a lingua franca. The paper gives a rationale for a pedagogy focusing on interpersonal and textual strands of meaning. It provides an explicit discussion of the way in which corpus-informed materials have been used with multidisciplinary and mixed-ability groups of scientists. Such an SFL approach to exploiting language corpora for pedagogic purposes shows the pertinence of a tripartite view of language, which provides effective means of developing key aspects of disciplinary discourses by combining subject specialist expertise in the management of content representation in specific fields (ideational meanings), with linguist expertise in evaluating language alternatives for content appraisal (interpersonal meanings) and organisation (textual meanings).

Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches

Matthiessen,Christian M.I.M.
Fonte: Pontifícia Universidade Católica de São Paulo - PUC-SP Publicador: Pontifícia Universidade Católica de São Paulo - PUC-SP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
Relevância na Pesquisa
66.44%
This article is concerned with the relationship between Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and with SFL as a resource for socially accountable academic work. First it locates SFL within the general category of appliable linguistics (as opposed to either theoretical or applied linguistics), an approach to the study of language that is also designed to be socially accountable. Then, against the background of SFL, it traces the development first of Critical Linguistics and then of CDA, also identifying other influences incorporated within these traditions. Next, it compares CDA with other orientations within discourse analysis from the perspective of SFL, and proposes the notion of appliable discourse analysis (ADA). This leads to an overview of the dimensions of ADA, and finally to the question of the place of ADA within a general appliable linguistics.

Systemic functional linguistics and audiovisual translation studies: a conceptual basis for the study of the language of subtitles

Espindola,Elaine
Fonte: Pontifícia Universidade Católica de São Paulo - PUC-SP Publicador: Pontifícia Universidade Católica de São Paulo - PUC-SP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
Relevância na Pesquisa
66.23%
The present article contemplates two complementary dimensions, namely: (i) Audiovisual Translation Studies; and (ii) Linguistic studies giving direct attention to the language of subtitling to put forward a theoretical basis for studies focusing on The Language of Subtitles. Systemic Functional Linguistics (SFL) provides theoretical tools to allow for a language-based understanding of the meaning making resources of subtitling on the basis of text analysis. It is argued that this complementarity allows for fruitful comparison and contrast of texts in a translational relationship in that it provides categories for describing similarities and differences emerging from investigations of the choices made in spoken texts translated into written language in subtitles. Investigations carried out along these lines may lead to insights in terms of the construals existent in source and target texts in order to understand the choices made in the realization of the texts.

On the typology of syntactic positions and the nature of chains : move [alpha] to the specifier of functional projections

Déprez, Viviane M. (Viviane Marie)
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 507 p.
ENG
Relevância na Pesquisa
46.08%
by Viviane M. Déprez.; Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1990.; On t.p. "[alpha]" is the original Greek letter.; Includes bibliographical references (p. 500-507).

Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional

Vargas, Bruna Quartarolo
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.18%
Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional...

A transitividade na conversação: uma abordagem funcional centrada no uso

Lima, Lucia Chaves de Oliveira
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.29%
This work investigates the phenomenon of transitivity in the conversation. We examined the behavior of complements in Brazilian Portuguese speech, and then compared the results with previous researches in the English language by Thompson and Hopper (2001) and in the Spanish language by Vázques (2004). In Brazil, there are no researches that treat this phenomenon in the discursive conversation, for that reason it justifies and reveals the importance of this research that aims to answer questions related to the transitivity of ordinary conversations. Thus, we describe, explain and analize the transitivity based on concrete linguistic data, provided by native speakers of Portuguese language, specifically, spontaneous talk of people from Natal-RN. We have used as theoretical assumptions the Functional Linguistics usage-based (LFCU), which gathers academics of North-American Functional Linguistics, inspired by Chafe (1979), Hopper and Thompson (1980), Thompson and Hopper (2001), Givón (2001), Bybee (2010), Traugott (2009, 2011), among others, as well as Cognitive Linguistics, presented by Langacker (1987), Taylor (1995), Tomasello (1998) and Goldberg(1995), among others. This data consists in conversations extracted from the corpus Banco Conversacional de Natal (FURTADO DA CUNHA). The results obtained from this work confirm the assertions defined by prior conducted studies on the transitivity in the conversation. The research showed that these three idioms...

O Macrogênero drama Norte-Riograndense: uma análise de gênero e de discurso sob a perspectiva da linguística sistêmico-funcional

Cooper, Jennifer Sarah
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Estudos da Linguagem; Linguística Aplicada; Literatura Comparada
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.18%
The focus of this qualiquantitative research is the phenomenon we are denominating Drama-of-Rio-Grande-do-Norte, which contemplates short verse texts from the oral tradition, sung and presented on stage by women in communities on the south coast of the northeastern Brazilian State, Rio Grande do Norte. This tradition harkens to the medieval romance of the Iberian Peninsula (CASCUDO, 2001; GURGEL, 1999; GALVÃO, 1993; MAGALHÃES, 1973; ROMERO,1977). The objective of this research is to: identify what characterizes the genre Drama of Rio Grande do Norte; situate this genre within a systemization of genres from the oral tradition in Rio Grande do Norte; investigate the interpersonal relationships of power and solidarity through the role of the women in the discourse, how they see themselves and others, pointing out which elements of the world they evaluate and to identify representations of the feminine in the discourse. The theory of Genre and Register of Martin and Rose (2008) and Generic Structure Potential of Hasan (1989, 1996), which has as a base the Systemic Functional Linguistics of Halliday and Matthiessen (2004), Eggins (1994) among others, offers a theoretical framework for the characterization of the genre through the identification of stages and phases configuring its typology the individual schematic structure and its topology its relation to other phenomena in the oral tradition. Other groupings were mapped of the ‗Macrogenre ...

The jazz is strong with this one: presentation and positioning of knowers in performance student texts

Martin, J.
Fonte: ISFLA; online Publicador: ISFLA; online
Tipo: Conference paper
Publicado em //2012 EN
Relevância na Pesquisa
46.23%
Jazz is frequently depicted as only accessible to ‘ideal knowers’, suggesting a hierarchical knower structure (Maton 2007, forthcoming). This paper uses various frameworks from Systemic Functional Linguistics including transitivity and appraisal theory (Hood, 2010; Martin & White, 2005) in combination with Specialisation from Legitimation Code Theory (Lamont & Maton, 2008, 2010; Maton, 2009, 2010) to investigate the representation of the writer, the reader, musicians and other musical knowers in the research projects of jazz honours performance students. The study has found that student writers construct their own authority as sensing knowers. They also position the reader as an equally musically and analytically literate participant. Musicians are validated as legitimate knowers and as worthy of research through their own exceptional qualities and through alignment with high status jazz musicians and key institutions and locations. This paper offers some insight into the structuring of knowers in the study of jazz, and the key linguistic resources for their depiction, suggesting further avenues for study of the discipline of music.; http://www.academia.edu/1252245/The_Jazz_is_strong_with_this_one_presentation_and_positioning_of_knowers_in_performance_student_texts; Jodie Martin

Scaffolding science: a pedagogy for marginalised students.

Parkin, Bronwyn Mary
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2014
Relevância na Pesquisa
46.18%
At a time when scientific literacy is recognised as essential for participatory Australian citizenship, science education has struggled to find a pedagogy that engages educationally marginalised students while at the same time assisting them to them becoming scientifically literate. The study reported here, titled Scaffolding science: a pedagogy for marginalised students, investigates an alternative pedagogic paradigm, scaffolding pedagogy, based on socio-cultural, language-focused principles. It draws on three complementary theories: Vygotsky’s sociocultural activity theory, Halliday’s systemic functional linguistics, and Bernstein’s theory of pedagogic discourse. The methodology is a classroom discourse analysis of a series of lessons around energy transformation with 7-8 year-old students in a suburban disadvantaged early primary classroom. Its focus is two-fold: firstly it provides a pre- and post-topic analysis of the oral and written performance of a number of case study students to ascertain changes in their language use. Secondly, it provides a discourse analysis of classroom interactions in the seven lessons in the topic. It identifies the changing nature of teacher scaffolding techniques across time as students gradually appropriate scientific language...

The importance of teaching Systemic Functional Linguistics and Text Linguistics to improve writing in Bilingual Education Programs in the USA

Mart??nez Lirola, Mar??a
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
46.37%
The study reported in this paper examines a corpus of essays written in English by pre-university Mexican students who followed a Bilingual Education program in the USA. Working as a bilingual teacher offered me the opportunity of concentrating on the writing process and observing different aspects related to written texts in English that students should be aware of to improve their writing skills such as the following ones: the importance of understanding the text as an authentic product and as a way of communication, the importance of paragraph division to organise content and the analysis of theme and rheme and information structure. In this article I intend to demonstrate that the study of Text Linguistics helps students to increase their level of literacy. I will point out that Text Linguistics has a crucial role in literacy since it concentrates on the production and analysis of texts in a given language. I will highlight the relationship between, literacy, Text Linguistics and effective writing with an applied educational emphasis. Systemic Functional Grammar will be used as a framework of analysis to evaluate students??? writing and reflect on the relationship between linguistic links across sentences and textual coherence.; El estudio presentado en este art??culo examina un corpus de ensayos escritos en ingl??s por estudiantes pre-universitarios mexicanos que formaban parte de un programa de educaci??n biling??e en EEUU.Trabajar como profesora biling??e me ofreci?? la oportunidad de prestar atenci??n al proceso de escritura y observar diferentes aspectos relacionados con textos escritos en ingl??s que los alumnos deben conocer para mejorar sus destrezas de escritura como los siguientes: la importancia de entender el texto como un producto aut??ntico y como un modo de comunicaci??n...

Shell nouns : in a systemic functional linguistics perspective

Henshall, Ann Cecelia, 1963-
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Tese de Doutorado
Publicado em //2015 ENG
Relevância na Pesquisa
46.23%
Tese de doutoramento, Linguística (Análise do Discurso), Universidade de Lisboa, Faculdade de Letras, 2015; Shell nouns in a Systemic Functional Linguistics perspective. The aim of this thesis is to develop an account of shell nouns (Schmid, 2000) in a Systemic Functional Linguistics (SFL) perspective. Using a parallel corpus comprising five article submissions by Portuguese academics in the field of economics and five published articles on comparable topics, the ideational, interpersonal and textual functions of shell nouns are tagged at the strata of the lexicogrammar and discourse semantics using Corpus Tool version 2.7.4 (O’Donnell, 2008). The systems networks used to tag the corpus are grounded in SFL theory. The analysis shows that shell nouns constitute an important systemic resource for the writers of research articles, who need to build an argument, positioning themselves and their study to convince the discourse community that their paper makes a contribution to knowledge in their disciplinary field. They enable a text to unfold by compacting information realised as a clause or more elsewhere in the text. Thus they can help scaffold a text through hyper-Themes, hyper-News and internal conjunction. At the stratum of the lexicogrammar...

"It is widely known" – dialogic features of undergraduate students' writing in Linguistics

Cominos, N.
Fonte: Australian Systemic Functional Linguistics Association; Online Publicador: Australian Systemic Functional Linguistics Association; Online
Tipo: Conference paper
Publicado em //2009 EN
Relevância na Pesquisa
46.08%
This paper presents the initial findings of a qualitative and longitudinal study of the dialogic features of the writing of two local undergraduate students in the discipline of Linguistics. It examines the degree to which the students introduced "expert" voices into their texts and the ways in which they engaged with these voices. The assignment tasks were analysed using Genre Theory (Martin & Rose, 2008), and Appraisal Theory (Martin & White, 2005). In particular, an analysis with reference to Engagement, that system identified by SFL theory as to do with negotiating multiple perspectives or voices in texts, was used to analyse the students‟ texts to discover how they positioned themselves dialogically with respect to material attributed to these expert sources. The Genre analysis revealed that it was not always possible to predict from the wordings of essay questions which genre would be employed by the students when they were constructing essays in response to the questions. Thus, for example, a question wording which asked the students to "explain", would not necessarily result in an Explanation genre being produced. Students employed a range of different generic structures, depending upon their interpretation of the task directives...

Removing the veil: Developing critical reading skills through Systemic Functional Linguistics.

Alexandra García; Coordinator of foreign languages for the international business program at the Universidad del Norte. lecturer at the diploma in english language teaching and the masters in education.
Fonte: Fundación Universidad del Norte Publicador: Fundación Universidad del Norte
Tipo: article; publishedVersion Formato: application/pdf
ENG
Relevância na Pesquisa
56.12%
Este artículo describe un estudio realizado con un grupo de estudiantes de pregrado para evaluar la eficacia de la instrucción en gramática sistémica funcional para desarrollar habilidades de lectura crítica, más específicamente la habilidad de identificar la posición del autor. Basado en la noción del lenguaje como inextricablemente unido a la ideología, el curso inicia a los alumnos en conceptos como transitividad y el léxico, utilizando un enfoque inductivo. La comparación entre los resultados de los tests iniciales y finales sugiere el éxito de la metodología. El artículo además aboga por la importancia de la formación de lectores críticos para el progreso del país.This paper describes a study conducted with a group of undergraduate students to test the efficacy of instruction on Systemic Functional Linguistics to develop critical reading skills, more specifically the ability to identify the author’s position. Based on the concept of language as inextricably linked to ideology, the course trains students in concepts such as transitivity and lexis using an inductive approach. The comparison between the results of pre and post tests suggests the success of the methodology. The paper also advocates for the importance of the development of critical readers for the progress of the country.

As metáforas do futebol brasileiro; Título em inglês

Pereira, Deize Crespim
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 02/08/2006 POR
Relevância na Pesquisa
46.24%
Este estudo constitui uma análise qualitativa das expressões metafóricas encontradas no domínio do futebol brasileiro. O corpus se constitui de 316 ocorrências coletadasda fala de locutores brasileiros, que transmitiram jogos de futebol pela televisão ou pelo rádio, no ano de 2005. Utilizando os pressupostos da lingüística funcional e da lingüísticacognitiva, proponho-me a mostrar como utilizamos domínios concretos e familiares de nossa experiência para conceptualizar o futebol. O trabalho comprova a existência demotivações icônicas, não-arbitrárias, que subjazem as expressões metafóricas.; This paper presents a qualitative analysis of metaphorical expressions found in brazilian soccer domain. The data consist of 316 tokens collected from the speech of brazilian speakers who broadcast soccer games, by radio or television, along the year of 2005. Using the theories of functional linguistics and cognitive linguistics, our goal is to show how we use concrete and familiar domains of our experience to conceptualize the soccer game. The study confirms the existence of iconic, non-arbitrary, motivations that are behind the metaphorical expressions.

Uma análise funcionalista da indeterminação do sujeito no Português Popular falado em São Paulo; A functional analysis of indeterminate Subject in Popular Portuguese spoken in São Paulo

Pereira, Deize Crespim
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 23/04/2014 POR
Relevância na Pesquisa
56.12%
Utilizando os pressupostos teórico-metodológicos da Linguística Funcional, este trabalho apresenta uma análise quantitativa das formas pronominais e verbais usadas para expressar a indeterminação do sujeito no Português Popular de São Paulo. O corpus se constitui de 23 inquéritos que fazem parte do Projeto Português Popular em São Paulo. Este registra a fala de informantes adultos, analfabetos ou de baixa escolaridade, migrantes e paulistanos, que residem em favelas da capital paulista. A análise demonstra que: (i) há várias formas que expressam indeterminação do sujeito no Português Popular; (ii) considerando que a indeterminação é uma questão de grau, há formas mais indeterminadas do que outras que vêm acompanhadas de pistas referenciais no texto ou contexto; (iii) tais formas podem exercer diferentes funções conforme o contexto; (iv) podem abranger desde uma única pessoa até as três pessoas gramaticais, nos casos em que atingem um alto grau de generalização.; Using the theoretical and methodological tools of Functional Linguistics, this paper presents a quantitative analysis of pronominal and verbal forms expressing subject indeterminacy in Popular Portuguese spoken in São Paulo. Data consist of 23 interviews which are part of the Popular Portuguese Project in São Paulo. This data correspond to recordings of speeches of adults illiterate or that have only few years of schooling...

Munday, Jeremy. Evaluation in translation: critical points of translator decision- making. London/New York: Routledge, 2012. Print.; Munday, Jeremy. Evaluation in translation: critical points of translator decision- making. London/New York: Routledge, 2012. Print.

Farias de Souza, Ladjane Maria; Universidade Federal de Santa Catarina
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; Formato: application/pdf
Publicado em 10/08/2015 ENG
Relevância na Pesquisa
46.32%
http://dx.doi.org/10.5007/2175-7968.2015v35n2p441In this book, Jeremy Munday aims to investigate the translator's subjective interpretation and intervention in the translation of value positions represented in the source text. As Munday draws mostly on Martin and White's (2005) appraisal theory, developed within systemic functional linguistics, he also aims to test out the model for the analysis of the translated text. Published in 2012, the book already received a few reviews. However, the novelty and complexity of its theoretical foundation within Translation Studies justifies yet another review.; In this book, Jeremy Munday aims to investigate the translator's subjective interpretation and intervention in the translation of value positions represented in the source text. As Munday draws mostly on Martin and White's (2005) appraisal theory, developed within systemic functional linguistics, he also aims to test out the model for the analysis of the translated text. Published in 2012, the book already received a few reviews. However, the novelty and complexity of its theoretical foundation within Translation Studies justifies yet another review. In fact, relevant inaccuracies are found both in the presentation and in the application of the 

Por um entendimento retórico-funcional da categoria modalidade em função argumentativa; For a rhetorical-functional understanding of the modality category in argumentative function; Por un entendimiento retórico-funcional de la categoría modalidad en función argumentativa

Menezes, Léia Cruz; Bolsista do Programa Nacional de Pós-Doutorado (PNPD/CAPES) no Programa de Pós-Graduação em Linguística da Universidade Federal do Ceará
Fonte: Programa de Pós-Graduação em Linguística - UFSC Publicador: Programa de Pós-Graduação em Linguística - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; avaliado por pares; Revisão de Literatura Formato: application/pdf
Publicado em 25/07/2012 POR
Relevância na Pesquisa
46.12%
http://dx.doi.org/10.5007/1984-8412.2012v9n1p47O objetivo deste artigo é propor diálogo entre os postulados de duas perspectivas teórico-metodológicas: a Nova Retórica, com ênfase nos estudos empreendidos por Perelman e Olbrechts-Tyteca ([1958], 1996) e a Linguística de base funcional, com ênfase nos estudos empreendidos por Hengeveld e Mackenzie (2008), na compreensão da categoria modalidade em função argumentativa. Defendemos que esse diálogo viabiliza o entendimento dos modos de atuação das expressões linguísticas modalizadoras na construção do discurso argumentativo, o qual, em termos retóricos, caracteriza-se como construto linguístico que tem, como ponto de partida, o acordo do auditório sobre premissas nas quais aquele que argumenta alicerça seu discurso e conduz a conclusões autorizadas por justificativas – técnicas argumentativas.; The aim of this article is to propose a dialogue between the postulates of two theoretical-methodological perspectives: the New Rhetoric, from the perspective of studies done by Perelman e Olbrechts-Tyteca ([1958], 1996) and the Linguistics of functional base from the perspective of studies done by Hengeveld & Mackenzie (2008), which point to the understanding of the modality category in the argumentative function. We support that this dialogue makes possible the understanding of the ways modal linguistic expressions act in the construction of the argumentative speech...

Looking at the “mental picture of reality” of an efl teacher: a systemic functional analysis; Looking at the “mental picture of reality” of an efl teacher: a systemic functional analysis

Malatér, Luciani S. de O; Fundação Universidade Federal do Rio Grande - RS
Fonte: UFSC Publicador: UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 01/01/2004 POR
Relevância na Pesquisa
56.28%
In this study, I analyze an interview conducted with a Brazilian EFL teacher. Through the analysis of transitivity, I aim at understanding how he2 encodes his teaching xperience and professional roles. The study highlights some of the potentialities of systemic functional linguistics (SFL) (Halliday, 1994) as a theoretical framework to be used to categorize teachers’ discourse, making both the discussion and interpretation of data more systematic. Analysis of the research participant’s discourse reveals, on the one hand, his concerns with the quality and development of his teaching practice, as well as with his learners’ needs. The analysis also shows, on the other hand, that he does not seem to share his professional responsibilities collaboratively with his colleagues and students. These findings may be helpful to debates in language teacher education for the benefit of both prospective and practicing teachers.; In this study, I analyze an interview conducted with a Brazilian EFL teacher. Through the analysis of transitivity, I aim at understanding how he2 encodes his teaching xperience and professional roles. The study highlights some of the potentialities of systemic functional linguistics (SFL) (Halliday, 1994) as a theoretical framework to be used to categorize teachers’ discourse...

Systemic functional linguistics for discourse analysis: an introductory overview; Linguística sistêmico-funcional para a análise de discurso um panorama introdutório

Barbara, Leila; PUC-SP/LAEL/ CNPq; Macêdo, Célia Maria Macêdo de; Universidade Federal do Pará- UFPA
Fonte: Thesaurus Editora Publicador: Thesaurus Editora
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 12/11/2010 POR
Relevância na Pesquisa
66.23%
This paper presents an overview of Systemic-Functional Linguistics of Halliday (1994) and Halliday and Matthiessen (2004), characterizing it as a social theory as it takes society and the situation of use for the study of language, and also as a semiotic theory due to its concern with every manifestation of language. It explains the three metafunctions that cover the three meanings that can be actualized by language, emphasizing the relationship there is between text and context. Each metafunction is then illustrated with papers that have analysed corpus of different contexts ofsituation.; Este artigo apresenta um panorama da Lingüística Sistêmico-Funcional de Halliday (1994) e Halliday e Matthiessen (2004), explicando que é caracterizada como uma teoria social porque parte da sociedade e da situação de uso para o estudo da linguagem e também como uma teoria semiótica porque se preocupa com a linguagem em todas as suas manifestações. As três metafunções que abarcam os três significados realizados pela linguagem são explicados, enfatizando-se a relação que há entre texto e contexto. Cada metafunção é ilustrada com exemplos de trabalhos que analisaram corpus de diferentes contextos de situação.