《語言學(xué)funcional grammarppt課件》由會(huì)員分享，可在線閱讀，更多相關(guān)《語言學(xué)funcional grammarppt課件（59頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、Lecture 9 Systemic Functional Linguistics,1,Formal or Functional Introducing SFL Ideational Metafunction Interpersonal Metafunction Textual Metafunction Functional Syntax Exercise,2,1. Formal or Functional,(1) I had also been rejected by the law faculty. (2) The law faculty had also rejected me. For

2、mal: the movement of the law faculty. the movement of me to I Functional: the difference between (1) and (1a) in meaning. why putting the law faculty at the end.,Formal grammars: form motivated Functional grammars: meaning motivated,3,Semantics (meaning),Lexicogrammar (wording),Phonology (sounding),

3、expression,content,STRATIFICATION,Language as tri-stratal system,Formal grammars: semantically arbitrary Functional grammars: semantically natural,4,Categories of the theory of grammar (1961),unit,structure,system,Some notes on deep grammar (1966),Systemic Grammar,Functional Grammar,Scale and Catego

4、ries Grammar,paradigmatic,syntagmatic,class,2. Introducing SFL,5,SYSTEM,STRUCTURE,Choice is meaningful,CHOICE COLLOCATION,2.1 Systemic Grammar,6,7,8,9,10,System of Mood Adjunct,11,12,13,14,15,16,17,18,19,20,21,Language evolved, in the human species, in two complementary functions: construing experie

5、nce, and enacting social processes. (Halliday & Matthiessen 1999: xi).,2.2 Functional Grammar,22,TEXTUAL,Ideational,Interpersonal,Language evolved, in the human species, in two complementary functions:,construing experience,enacting social processes,The text base is a second-order mode of meaning,EN

6、ABLING,23,Ideational,Transitivity structure,Interpersonal,Mood structure,Textual,Thematic structure,Information structure,Many of the categories are cryptotypic, manifested only through a long chain of realizations.,24,3. Ideational metafunction 3.1 Processes,25,26,He baked a cake. Jack built a hous

7、e. The cat chased the mouse . The boys mended the roof.,3.1.1 Process: material,27,Creative He baked a cake. Jack built a house. Dispositive The cat chased the mouse . The boys mended the roof.,3.1.1 Process: material,28,Tom flew the kite. The government moved him to Canberra. The kite flew. He move

8、d to Canberra.,3.1.1 Process: material,29,Doing Tom flew the kite. The government moved him to Canberra. Happening The kite flew. He moved to Canberra.,3.1.1 Process: material,30,Tom is the leader. Tom is tall. Tom is a leader.,3.1.2 Process: relational,31,Identifying Tom is the leader. Attributing

9、Tom is tall. Tom is a leader.,3.1.2 Process: relational,32,3.1.3 Process: mental,33,3.2 Transitivity structure,1 a process unfolding through time2 the participants involved in the process3 circumstances associated with the process.,Tom is eating in the dining hall. Tom chased the dog yesterday.,34,A

10、dverbial group Prepositional phrase yesterday quickly in the dining hall,Nominal group Tom me Teapot beautiful,Verbal group chase, eat, give,Circumstance,Participant,Process,35,36,4. Interpersonal metafunction,37,38,39,40,41,42,43,5. Textual Metafunction,5.1 Thematic Structure The Theme is the eleme

11、nt which serves as the point of departure of the message. The remainder of the message is called the Rheme.,44,Tom is eating in the dining hall. Tom chased the dog yesterday.,In the dining hall Tom is eating. Yesterday Tom chased the dog.,45,Tom is eating in the dining hall.,Transitivity: Actor logi

12、cal subject Mood: Subject grammatical subject Thematic: Theme psychological subject,Unmarked Theme,46,Unmarked Theme,marked Theme,47,Which is unmarked Theme?,48,Marked or unmarked?,49,Which is the Theme?,50,Well, but, then, surely, Jean, wouldnt the best idea be to join in?,51,52,I will tell you abo

13、ut silver. It needs to have love.,5.2 Information Structure: Given+ New,You say Madam, isnt that beautiful? If you suggest its beautiful, they see it as beautiful.,Unmarked information structure,Marked information structure,53,54,6. Functional Syntax,55,7. Exercise,1 Last year, Susan Washington, who

14、 is our curriculum coordinator here had a call from Sarah at Woodson 2 And called me and said: 3 “We have a person from Woodson whos in the History Department 4 And shes interested in doing some research into black history in New Derby. 5 And she would like to get involved with the school 6 And here

15、s her number 7 Give her a call.” 8 And I DID call her 9 And we BOTH expected to be around for the Summer Institute at Woodson 10 I did participate in it 11 But SARAH wasnt able to do THAT,56,1. Last year, Susan Washington, who is our curriculum coordinator here had a call from Sarah at Woodson 2. An

16、d called me and said: 3. “We have a person from Woodson whos in the History Department 4. And shes interested in doing some research into black history in New Derby 5. And she would like to get involved with the school 6. And heres her number 7. Give her a call.” 8. And I DID call her 9. And we BOTH

17、 expected to be around for the Summer Institute at Woodson 10. I did participate in it 11. But SARAH wasnt able to do THAT,1 去年，我們的課程協(xié)調(diào)員蘇珊華盛頓接到了伍德森大學(xué)莎拉的電話 2 她給我打電話說： 3 “有一個(gè)伍德森大學(xué)歷史系的人 4 有興趣做一些新德比黑人歷史方面的研究 5 想與我們學(xué)校合作 6 我有她的電話 7 你給她打個(gè)電話” 8 我確實(shí)給她打了電話 9 我們兩人都希望參加在伍德森大學(xué)舉行的暑期講習(xí)班 10我確實(shí)參加了 11但莎拉沒能參加,57,58,此課件下載可自行編輯修改，供參考！ 感謝您的支持，我們努力做得更好！,59,