Grammatical. Metaphor. in. academic. genres? The purpose of this document is
to introduce a feature of language called grammatical metaphor as well as
provide some examples from a student assignment (from a Laboratory report in
Author: Devo Yilmaz Devrim
Publisher: Cambridge Scholars Publishing
This book recounts the ways in which grammatical metaphor (GM) has evolved in SFL theory, discusses the research studies that explored the development of GM in language development and language education contexts, and presents various ways of providing written feedback to English as an additional language (EAL) students drawing on the Sydney School’s genre pedagogy and Vygotsky’s notion of zone of proximal development (ZPD). As such, it is a valuable resource for linguists, educational linguists, lecturers, researchers and higher degree research students, and will be constructive for language programmers, unit/course designers, teacher educators, language teachers and pre-service teachers.
In my own practice, I teach about grammatical metaphor to a range of audiences,
including undergraduate students who are trying to master the nuances of
academic writing, or specialist scientists and educators in museum contexts, who
Author: Anne-Marie Simon-Vandenbergen
Publisher: John Benjamins Publishing
Since the 1980s, metaphor has received much attention in linguistics in general. Within Systemic Functional Linguistics (SFL) the area of 'grammatical metaphor' has become increasingly more important. This volume aims to raise and debate problematic issues in the study of lexico-grammatical metaphor, and to foreground the potential of further study in the field. There is a need to highlight the SFL perspective on metaphor; other traditions focus on lexical aspects, and from cognitive perspectives, while SFL focuses on the grammatical dimension, and socio-functional aspects in the explanation of this phenomenon.
GRAMMATICAL METAPHOR AND THE CONSTRUCTION OF ADVANCED
KNOWLEDGE The typical form-meaning relations shown in Table 1 are rendered
more complex through the role of grammatical metaphor. Grammatical metaphor
Author: Jim Cummins
Publisher: Springer Science & Business Media
This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
Metaphor is recognized as widespread and intrinsic to language use. This work examines the use and understanding of metaphor in everyday classroom discourse and in informational texts.
Author: Lynne Cameron
Publisher: A&C Black
Metaphor is recognized as widespread and intrinsic to language use. This work examines the use and understanding of metaphor in everyday classroom discourse and in informational texts. The use and interpretation of metaphor is discussed in terms of humaninteraction, understanding and learning.
Much less is known about William Langland ' s life and education than about
Chaucer ' s . Langland ' s grammatical metaphors have received much attention
in recent years , 25 but reasons why he would have been so interested in
Author: Lincoln College
Publisher: Michigan State University Press
This edition of Lincoln College MS Latin 130 affords a glimpse into the nature of instruction in the study of the sciences in fifteenth- century England. It contains two grammatical texts written in Middle English, a partial translation of Donatus's Ars minor, and a treatise on syntax by "Master Wacfilde." Bland was perhaps the first scholar to realise the significance of this manuscript soon after its recognition.
At that moment, I felt the immense practical usefulness of functional grammar in
helping EAP instructors to teach students how ... Schleppegrell (2004) explained
that nominalization is also a resource for grammatical metaphor, a construct of ...
Author: Christian W. Chun
Publisher: Multilingual Matters
This book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.
This type of grammatical metaphor I call verbchange nominalizations ; other
linguists call them non - zero derived deverbal nouns or stativation . Suffixes add
length , which by Zipf's Law should make these nominalizations rare , but they ...
Author: Joseph Foley
Publisher: A&C Black
This collection of essays by leading functional linguists presents the latest perspectives on language and discourse in educational settings. The book questions the idea of 'discourse' to reveal that the social processes of learning are imbued with the ideologies of the society and education system within which learning takes place. The contributors take into account the historical and cross-cultural perspectives of both classroom practices and the student's own awareness of the ideological meanings of language activities. Language, Education and Discourse is divided into two sections. Part one covers early childhood and the growing development of a language system from the basic semiotic system of the infant. This is followed by an analysis of the beginnings of literacy in kindergarten, the introduction to writing in primary school and the ideological content of reading material. Part two furthers this analysis by looking at discourse in secondary and tertiary education. The contributors pose questions about the role and importance of teaching grammar in the school system, and finally examine how to refine the discourse of education. This book will be useful to academics interested in the latest functional perspectives on language as it is used in education. >
Georgakopoulou,A.(2006d) 'TextualandCommunicative Multimodality: New
Technologies in Teaching Practice'. InS. ... Goatly, A.(1996)'Green Grammar and
Grammatical Metaphor, orLanguageand the Myth of Power,or Metaphors WeDie
Author: A. Archakis
Based on approaches from discourse analysis and sociolinguistics, this study proposes an analytical model focusing on the linguistic and discursive means narrators use to construct a variety of identities in everyday stories. This model is further exploited in language teaching to cultivate students' cultural sensitivity and critical literacy.
The Conceptual Metaphor Theory account of mapping also has implications for
semantic relations between words as they ... Language teachers have known for
some time that the lexical level is at least as important as the grammatical level ...
Author: Alice Deignan
Publisher: John Benjamins Publishing
Metaphor is a topical issue across a number of disciplines, wherever researchers are concerned with how speakers and writers package and process messages. This book is addressed at readers from diverse academic backgrounds who are interested in ways of researching metaphor from different perspectives, and especially through corpus linguistics. A number of approaches to and exploitations of metaphor, including conceptual metaphor theory and cognitive approaches more generally, text and spoken discourse analysis, and CDA, are discussed, explored and critiqued using corpus data. The book also includes corpus linguistic studies of different aspects of metaphor, which investigate its linguistic and semantic properties and relate them to current theoretical views. The book demonstrates the need for naturally-occurring language data to be used in the development of metaphor theory, and shows the value of corpus data and techniques in this work.
... importance on meeting the needs of advanced-level second language (AL2)
learners in instructional environments. ... are the resources of grammatical
metaphor (Christie 2002; Martin 2002b), complex clause-combining strategies (
Author: Heidi Byrnes
Publisher: A&C Black
Examines the need for advanced levels of language learning from socio-cultural and linguistic perspectives.
... learning grammar was more difficult than learning vocabulary and chose
strategies accordingly; however, teachers ... L2 learning, the teacher, the
language (attitudes about its prestige, sound system, writing system, grammar,
Author: Rebecca L. Oxford
Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebecca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning. In demonstrating why self-regulated learning strategies are necessary for language proficiency, Oxford integrates socio-cultural, cognitive, and affective dimensions, and argues convincingly for the need for conceptual cross-fertilization. Providing clear and concise explanations of the advantages and limitations of the different approaches, this book is full of practical value and theoretical insights. The book is designed to guide the reader with the use of a range of features, including: - key quotes and concept boxes - preview questions and chapter overviews - glossary and end-of-chapter further readings - sources and resources section
The main categories of grammatical metaphor were those involving the formation
of noun structures from verb structures (i.e. nominalization: compress—
compression) and those where a noun or a verb is used instead of a conjunction
Author: Len Unsworth
Publisher: Open University Press
This textbook outlines the basic theoretical knowledge teachers need to have about visual and verbal grammar and the nature of computer-based texts in school learning. It includes both theoretical frameworks and detailed practice guidelines.
phor is dismantled as soon as it is proposed, though the sad necessity of using
metaphors is at the same time affirmed. No doubt most teachers of English
grammar and composition, like teachers of Latin, such as remain, have
Author: J. Hillis Miller
Publisher: Edinburgh University Press
A masterclass in attentive reading offering brilliant insights into two of George Eliot's novels
Grammatical metaphor is the term used by Halliday to refer to meaning transference in grammar.
Author: Xue-feng Wang
Grammatical metaphor is the term used by Halliday to refer to meaning transference in grammar. Instead of the congruent realization of a norm, the metaphorical representation has become the norm in many instances. Metaphorical modes of expression are characteristic of all adult discourses (Halliday, 1994). The shift from congruent to metaphorical modes of expression is also the characteristic of written English. For foreign language learners, getting to know the features of the target language and using them in their own expressions are important. This paper examines the features of grammatical metaphor in written English and then discusses the difficulties and problems of the application of these features in teaching writing to college English learners. This paper also provides some research findings and pedagogical implications for developing awareness of grammatical metaphor in writing of Chinese college learners of English. (Contains 4 tables.).
The mind is inherently embodied Thought is mostly unconscious Abstract
concepts are largely metaphorical (Lakoff and Johnson 1999: 3) This is a not a
conventional book about grammar and grammar teaching. It is not a textbook,
and does ...
Author: Marcello Giovanelli
Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains: · an evaluation of current approaches to the teaching of grammar and linguistic form · a revised pedagogy based on principles from cognitive science and cognitive linguistics · a comprehensive set of activities and resources to support the teaching of key linguistic topics and text types · a detailed set of suggestions for further reading and a guide to available resources Arguing for the use of drama, role play, gesture, energy dynamics, and visual and spatial representations as ways of enabling students to understand grammatical features, this book explores and analyses language use in a range of text types, genres and contexts. This innovative approach to teaching aspects of grammar is aimed at English teachers, student teachers and teacher trainers.
Introduction In this chapter we argue that the combination of a verb meaning with
a grammatical aspect meaning leads to a holistic sense that is ... The data that we
are concerned with have been long known by foreign language teachers.
Author: Klaus-Uwe Panther
Publisher: John Benjamins Publishing
Figurative language has been regarded traditionally as situated outside the realm of grammar. However, with the advent of Cognitive Linguistics, metonymy and metaphor are now recognized as being not only ornamental rhetorical tropes but fundamental figures of thought that shape, to a considerable extent, the conceptual structure of languages. The present volume goes even beyond this insight to propose that grammar itself is metonymical in nature (Langacker) and that conceptual metonymy and metaphor leave their imprints on lexicogrammatical structure. This thesis is developed and substantiated for a wide array of languages and lexicogrammatical phenomena, such as word class meaning and word formation, case and aspect, proper names and noun phrases, predicate and clause constructions, and other metonymically and metaphorically motivated grammatical meanings and forms. The volume should be of interest to scholars and students in cognitive and functional linguistics, in particular, conceptual metonymy and metaphor theory, cognitive typology, and pragmatics.