C. J. Gledhill. 2000.
Collocations in Science Writing (Language in Performance: 22).
Tuebingen: Gunter Narr Verlag. ISSN 0939-9399; ISBN
3-8233-4945-7.
It is a computational analysis of cancer research texts and has a
strong Hallidayan orientation. This book analyses the role of
collocation in science writing. It considers fixed expressions in
terms of phraseology, looking at the pragmatic use of fixed
expressions and idioms for persuasive or other effects. On the
basis of a half-million word corpus of cancer research articles
in English, it explores the role of collocation in the
development of scientific ideas, the establishment of scientific
conventions and the expression of membership of the discourse
community. Though based on Chris's doctoral thesis, it is the
outcome of substantial rewriting.
Other recent publications by the same author include:
Contact information:
Thomas Bloor
Language Studies Unit
Aston University
Birmingham, UK
B4 7ET
Phone:0121 359 3611 xt 4212/4236
Fax:0121 359 2725
Ruqaiya Hasan. 1996. Ways of Saying: Ways of Meaning. Selected Papers of Ruqaiya Hasan. London: Cassell. Edited by Carmel Cloran, David Butt & Geoff Williams. ISBN 0 304 33737 4 (Hardback); 0 304 33738 2 (Paperback)
Ruqaiya Hasan is the author of numerous papers on linguistics published in journals and edited collections, but until now there has been no single collection of her papers. This collection aims to fill the gap. Papers have been selected with a practical eye to the needs of students of linguistics, both in explicating core concerns within the systemic functional model of language, and in equipping them with tools for linguistic analysis.
The book is divided into three parts. The first part discusses the relation between text and context and the realization of context in language. The second part contains the most explicitly descriptive papers. In the systemic functional model, language is viewed as a system of systems of interlocking choices and the primary analytic tool arising from this view of language is the network. The two chapters in this part explore the application (and implications of the use) of the network at two different strata of language -- the lexico-grammatical and the semantic. The third part examines aspects of the social structure that are implicated in the way (sub-)cultures express themselves.
Ruqaiya Hasan is Emeritus Professor in Linguistics at Macquarie University, Sydney, Australia. She has published extensively in the areas of stylistics; cohesion and discourse analysis; language and socialization; socio-semantic variation, ideology and social class; and language, learning and social structure.
Dr Carmel Cloran and Dr David Butt work in the School of English, Linguistics and Media at Macquarie University. Dr Geoff Williams is in the Department of English at Sydney University. All have collaborated closely with Hasan over a number of years and are thoroughly acquainted with her work.Contents
Part One: Text and Context
1. What kind of resource is language?
2. What's going on: a dynamic view of context in language
3. The nursery tale as a genrePart Two: Tools
4. The grammarian's dream: lexis as most delicate grammar
5. Semantic networks: a tool for the analysis of meaningPart Three: Language and Society
6. The ontogenesis of ideology: an interpretation of mother-child talk
7. Speech genre, semiotic mediation and the development of higher mental functions
8. Ways of saying: ways of meaning
Susan Hunston & Geoffrey Thompson (eds.) 2000.Evaluation in text: Authorial Stance and the Construction of Discourse.(???).
Long neglected as a focus of linguistic research, evaluation
in its various guises is now being recognized as a crucial aspect
of any study of discourse. In this book, writers coming from
different standpoints are brought together, providing a unique
profile of the topic from several perspectives. These perpectives
include: Systemic Linguistics, Narrative, Corpus Linguistics, and
Discourse Analysis.
April 2000 240 pp.
0-19-823854-1 $72.00
Gunther Kress & Theo van Leeuwen. 1996. Reading Images: The Grammar of Visual Design. London: Routledge. ISBN 0-415-10599-4; 0-415-10600-1 (Pb)
Reading Images provides the first systematic and comprehensive account of the grammar of visual design. By looking at the formal elements and structures of design: colour, perspective, framing and composition, Gunther Kress and Theo van Leeuwen examine the ways in which images communicate meaning.
Drawing on an enormous range of examples: children's drawings, textbook illustrations, photo-journalism, advertising images and fine art, as well as three-dimensional forms such as sculpture and toys, the authors demonstrate the differences and the similarities between the grammar of language and that of visual communication.
Gunther Kress is Professor of English and Education at the Institute of Education, University of London. His publications include Language as Ideology (1993), Social Semiotics (1989) and Learning to Write (1994).
Theo van Leeuwen has worked as a film and television producer and scriptwriter in Holland and Australia and is now Principal Lecturer in Communication Theory at the London College of Printing. His previous publications include The Media Interview -- Confession, Contest, Conversation (1994).
J.R. Martin, Christian M.I.M. Matthiessen & Clare Painter. 1997. Working with Functional Grammar. London: Arnold. ISBN 0 340 65250 0 (Pb)
Working with Functional Grammar is a workbook designed to teach and practise a wide range of grammatical analyses provided by M.A.K. Halliday in his An Introduction to Functional Grammar.
The workbook contains summaries of Halliday's main points, clarification of topics known to cause difficulties and a wide range of graded excercises designed to build students' skills in grammatical analysis. As well as providing exercises to practise essential grammatical structures, there are also text-based exercises which encourage students to apply grammatical analysis.
Ideal for anyone who has an interest in the linguistic analysis of text and who wishes to use the insights of Halliday's grammar, this new text can be used alone to support a course in functional grammar or in conjunction with An Introduction to Functional Grammar. While assuming no prior knowledge of functional grammar, it caters not only for the novice but for readers with varying degrees of linguistic expertise and familiarity with Halliday's work.
J.R. Martin is Associate Professor of Linguistics at the University of Sydney.
Christian M.I.M. Matthiessen is Associate Professor of Linguistics at Macquarie University.
Clare Painter is Senior Lecturer in Applied Linguistics at the University of Technology, Sydney.
Christian
Matthiessen. 1995. Lexico-grammatical cartography:
English systems. Tokyo: International Language Sciences
Publishers.
Address: International Language Sciences Publishers, Series Editor: Fred C.C. Peng, Mitaka PO Box 26, Mitaka-shi, Tokyo 181, Japan.
This book is intended as a survey of the major regions of the 'meaning-making' space of English grammar: such a survey needs a map - hence the notion that grammatical theory can serve as a theory for drawing the map (or indeed, maps reflecting different projections). Although the notion of grammar is often taken for granted, we have to recognize that the question of what constitutes grammar is determined by the theory used to explore it. The first step in approaching the grammar of English or any language is thus to decide how it is to be construed. There are two major alternatives here. We can try to understand grammar as a resource for expressing and making meanings - as a subsystem in language seen as a meaning potential; or we can see it as a rule system - as a subsystem in language seen as a rule system. The latter conception underlies the various types of formal grammar (phrase structure grammar with expansions and reinterpretations) that have been developed in the last thirty years or so. The former is associated with functional theories of grammar and it is the perspective that will be explored here by means of a particular functional theory of grammar, systemic-functional theory developed by M.A.K. Halliday and other systemic linguists. The difference between the two interpretations of grammar is fundamental; they foreground different aspects of grammar as the base upon which the system of grammar is built - for some comparison, see Section 1.10 below.
As a resource, grammar is organized as a large set of inter-related options - the alternative strategies available to the language user for expressing and making meanings. These options are realized (expressed) by means of structural specifications and grammatical and lexical items. Grammatical structure is thus not an end in itself but has evolved to serve to express complex combinations of options (and this can be seen very clearly in a developmental perspective when we explore how children learn how to mean). The grammatical options are meaningful so a description of them shows what a speaker can mean, using the grammar. The grammar construed in this way is represented by means of the system network of systemic-functional theory. I will show how this works in some detail below.
The interpretation of English is based on Halliday's work and this document is intended to be read together with his (1985/ 1994) Introduction to Functional Grammar (IFG) as a companion volume. IFG focuses on grammatical structures - more specifically function structures, but the principle underlying the organization of the grammar is choice - the grammar as resource for wording meanings. It is also intended as a descriptive companion volume to Matthiessen & Halliday (forthcoming), where the focus is on systemic theory (including grammatical theory). Only the first part of the present work is theoretical is concerned directly with theory; the remainder presents a realization of theory in the interpretation of English. Finally, it complements Martin (1992) stratally - whereas the present book focuses on lexicogrammar, Martin's book, English Text, focuses the higher stratum of (discourse) semantics.
This book is a survey of the lexicogrammatical resources of English. It is organized around the system itself, not around arguments about alternative interpretations of the system. There is certainly plenty of evidence for the interpretation adopted here (and in IFG); but weighing this evidence in the form of serious, explicit argumentation would take up the space of another book and would require another type of organization. A book illustrating systemic argumentation and comparing alternative interpretations is being prepared - but it is another kind of book. Naturally, the present work can be criticized for not engaging in long arguments about alternative interpretations - but a serious, considered response can only be another type of book, the book being prepared. The present book uses the system of English grammar as its organizing principle; a book exploring alternative interpretations in depth would have to follow quite a different basic principle of organization. For any phenomenon being interpreted, it would have to shunt constantly along the various dimensions of the grammatical system such as axis (paradigmatic vs. syntagmatic), metafunction (ideational: logical / experiential vs. interpersonal vs. textual), and rank (clause vs. group/phrase vs. word vs. morpheme) to identify alternative possible interpretive locations within the overall system and to bring out evidence from various angle along these dimensions. Systemic argumentation can thus never be local to some particular area of the grammar; it has to be global relative to the overall system of grammar in its stratal environment - global in the sense that all the implications of an interpretation of particular phenomenon have to be followed up along the dimension through which the interpretation relates it to other phenomena. Matthiessen (in press) illustrates this principle with respect to TENSE in English. It is also worth emphasizing that arguments about the interpretation of any linguistic phenomenon in the present framework can be derived from its location in the overall system.
Grammar is really shorthand for lexicogrammar, the unified resource of grammar and lexis (vocabulary). It becomes possible to see this unity when both grammar and lexis are interpreted as resources and the network of options that make up the resources is represented: grammatical options tend to be more general and lexical ones more delicate. That is, lexis is the more delicate part of lexicogrammar (just as lexical semantics is the more delicate part of semantics and grammatical semantics is the more general, less delicate part). Grammatical options are realized by means of grammatical structure and grammatical items (such as the, and, who ), whereas lexical choices are realized by lexical items (such as admire, impress, symbol, brand ); but there is no clear boundary here: grammatical structures have lexical implications and lexical items go together lexically (collocate) in particular grammatical structures. And when we look across languages, we find considerable fluidity between lexis and grammar in various domains such as time. The traditional view handed down to us according to which grammar and dictionary are 'separate books' thus has to be questioned. In fact, the dictionary is a way of compiling information about lexis in lexicogrammar - it is one way of viewing the resources of lexis; it's a list of the items that realize lexical choices, but that's all. I will give some indication of lexical organization in relation to grammatical organization in Chapter 4.
In this book, I will survey the grammar of English in terms of the system network - that will be the primary cartographic tool. I will organize this survey in such a way that the presentation of the grammar can also serve as a brief reference source. To this end, I will provide a map of the system network in Chapter 2 and then follow the map systematically in Chapters 3 through 7. In Chapter 1, I will present the aspects of systemic-functional theory needed in the rest of the discussion. In Chapter 2, I will give an overview of the whole map of the lexicogrammar. The remaining chapters are devoted to the major domains. Chapters 3, 4, 5, and 6 deals with clauses, both complex clauses and simple ones, and Chapter 7 deals with groups and phrases.
Robin Melrose. 1995. The communicative syllabus: a systemic-functional approach to language teaching. London: Pinter.
"Succinct and clear overview of developments ... read the book for its message, which is interesting and worthwhile." Applied Linguistics
Beginning with a thorough survey of approaches to communicative syllabus design, The Communicative Syllabus deals with the early 1970s functional-notional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negotiation model, which draws upon the seminal work of Halliday, Martin, Fawcett and Lemke, and is illustrated through analysis of a unit from a communicative coursebook. In conclusion, the topical-interactional approach is placed within the context of the current debate on language teaching and learning.Robin Melrose is Lecturer in EFL and Applied Linguistics at the University of Luton. He has taught EFL in the United Kingdom, Australia, Turkey and Kuwait, and has trained teachers in Tunisia and Malawi. He studied Applied Linguistics under Michael Halliday, and is developing a process linguistics with relevance to language teaching and text analysis.
Anne-Marie SIMON-VANDENBERGEN, Kristin DAVIDSE and Dirk NOEL (eds). 1997. Reconnecting Language: Morphology and Syntax in Functional Perspectives. (Current Issues in Linguistic Theory, 154) Amsterdam: John Benjamins 1997.
xiii + 339 pp.
ISBN (Eur) 90 272 3659 3 / fl.158,00 (Hardcover)
ISBN (US) 1-55619-870-1 / $ 79,00 (Hardcover)Although the contributors to this book do not belong to one particular 'school' of linguistic theory, they all share an interest in the external functions of language in society and in the relationship between these functions and internal linguistic phenomena. In this sense they all take a functional approach to grammatical issues. Apart from this common starting-point, the contributions share the aim of demonstrating the non-autonomous nature of morphology and syntax, and the inadequacy of linguistic models which deal with syntax, morphology and lexicon in separate, independent components. The recurrent theme throughout the book is the inseparability of lexis and morphosyntax, of structure and function, of grammar and society. The third and more specific common thread is case, which in some contributions is adduced to illustrate the more general point of the link between word form on the one hand and clausal and textual relations on the other hand, while in other papers it is at the centre of the discussion. The interest of the proposed volume consists in the fact that it brings together the views of leading scholars in functional linguistics of various 'denominations' on the place of morphosyntax in linguistic theory. The book provides convincing argumentation against a modular theory with autonomous levels (the dominant framework in mainstream 20th century linguistics) and is a plea for further research into the connections between the lexicogrammar and the linguistic and extralinguistic context.
Contributions by:
M.A.K. Halliday; Claude Hagege;
Robert de Beaugrande; Petr Sgall;
Stanley Starosta; William McGregor;
Anna Siewierska; Marja-Liisa Helasvuo;
Karen E. Robblee; Alice Caffarel; Motoko Hori.For ordering information, please visit the John Benjamins website:
or fax +31 20 6739773