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Adjectives are the third most important class of words (after verbs and nouns), yet this is the first book-length study in English of this central grammatical category. In it English adjectives are described within a framework which unifies semantics and syntax; this has important implications for the modelling of lexis in general. It has long been a principle of systemic functional linguistics - the theory in which the description is set - that lexis should be treated, in Halliday's words, as 'most delicate grammar'. Until now, this challenging concept has never been explored and tested for more than a few small areas of lexis. The research reported here is the first large-scale test of this hypothesis. After a thorough survey of the relevant literature, Gordon Tucker provides a linguistic description of the meanings and forms of the adjectives themselves, the structures that occur around them, and the functions that such units perform as elements of other units (such as the clause and the nominal group). The Lexicogrammar of Adjectives constitutes a major descriptive addition to our knowledge of the value of'lexis as most delicate grammar'. It is a major contribution to the theoretical modelling of language in general and of words in particular. Its conclusions are important both for systemic functional linguistics and for linguistic theory in general.
The Functional Analysis of English is an introduction to the analysis and description of English, based on the principles of systemic functional linguistics. It sets out the tools and analytic techniques of Hallidayan grammar with clear explanations of terminology and illustrates these with examples from a variety of texts, including science, travel, history and literary sources. This revised third edition incorporates references to recent research, better explanations of complex problems, and additional exercises. Key features: an updated overview of applications to real world issues revised sections on the current historical position of systemic functional grammar simple introductions to agnation, grammatical metaphor, and information structure chapter summaries, suggestions for further reading, exercises with answers and a glossary of terms a companion website with additional activities, exercises and supplementary readings for students and instructors This third edition is an indispensable introduction to systemic functional linguistics, which can be used independently or in preparation for M.A.K. Halliday and C.M.I.M. Matthiessen’s Introduction to Functional Grammar. The book is an ideal text for students of linguistics, applied linguistics and grammar- those new to the field, or who have a background in traditional grammar, as well as teachers of English language.
Volume one of a two volume set outlining and comparing three approaches to the study of language labelled 'structural-functionalist': functional grammar (FG); role and reference grammar (RRG); and systemic functional grammar (SFG).
The differences among functionalist, cognitivist and/or constructionist models are generally taken to be not absolute, but rather a matter of emphasis and degree, with an increasing permeability between paradigms arising from cross-fertilizing influences. This book further explores this burgeoning area of research through the notion of functional-cognitive space, namely, the topography of the space occupied by functional, cognitivist and/or constructionist models against the background of formalist approaches in general and of Chomsky’s Minimalism in particular. Specifically, the twelve contributions in the present volume update the reader on recent developments in functionalism (Systemic Functional Grammar, Functional Discourse Grammar and Role and Reference Grammar) and cognitivism (Word Grammar, (Cognitive) Construction Grammar and the Lexical Contructional Model). Plotting cognitive-space proves particularly adequate for situating the six models represented in this volume, not only in relation to each other, but also potentially with respect to a wide spectrum of functionalist, cognitivist and/or constructionist models.
Designed to be the essential one-volume resource for students and researchers on Systemic Functional Linguistics.
The Routledge Handbook of Systemic Functional Linguistics brings together internationally renowned scholars of systemic functional linguistics (SFL) to provide a space for critical examination of the key tenets underpinning SFL theory. Uniquely, it includes description of the three main strands within contemporary SFL scholarship: Halliday’s Introduction to Functional Grammar, Martin’s discourse semantics and Fawcett’s Cardiff Grammar. In five sections and thirty-eight interdisciplinary chapters, this is the first handbook to cover the whole architecture of SFL theory, comprising: the ontology and epistemology of SFL; SFL as a clause grammar; lexicogrammar below the clause, and SFL’s approach to constituency; SFL’s vibrant theory of language above the clause; and SFL as a theory of praxis with real-world applications. With a wide range of language examples, a comprehensive editors’ introduction and a section on further reading, The Routledge Handbook of Systemic Functional Linguistics is an essential resource for all those studying and researching SFL or functional grammar.
The Bloomsbury Companion to M. A. K. Halliday is a comprehensive and accessible reference resource to one of the world's leading and most influential linguists. Born in 1925, Halliday is the figure most responsible for the development of systemic functional linguistics (SFL). The impact of his work extends beyond linguistics, into the study of stylistics, computation linguistics, visual narrative and multimodal communication. He is considered a founder of the field of social semiotics. Written by leading figures in the field, the volume provides readers with an authoritative overview of his early career, his most important theoretical findings and how his work has influenced linguistics as a discipline. From the publishers of his 'Collected Works' and 'The Essential Halliday', this is another must have book underlining Halliday's era-defining impact on the field of linguistics.
This book, intended primarily for researchers and advanced students, expands greatly on previous work by the authors exploring the topography of the multidimensional “functional-cognitive space” within which functional, cognitive and/or constructionist approaches to language can be located. The analysis covers a broad range of 16 such approaches, with some additional references to Chomskyan minimalism, and is based on 58 questionnaire items, each rated by 29 experts on particular models for their importance in the model concerned. These ratings are analysed statistically to reveal overall patterns of (dis)similarity across models. The questionnaire ratings and experts’ comments are then used, together with the authors’ close reading of the literature, in detailed discussion leading to a final dichotomous rating for each feature in each model, the results again being analysed statistically. The final chapter presents the overall conclusions and suggests how existing collaborations between approaches could be strengthened, and new ones created, in future research. Exploring Functional-Cognitive Space has been awarded the 2016 prize of the Spanish Association for Applied Linguistics (Asociación Española de Lingüística Aplicada, AESLA) for work by experienced researchers.
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. >
Bringing together a global team, this stimulating volume provides fresh perspectives on choice, a key notion in systemic functional linguistics.