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    Wyświetlanie 1-4 z 4
    Tytuł:
    Nominalization in Applied Linguistics and Medicine: The Case of Textbook Introductions and Book Reviews
    Autorzy:
    Jalilifar, Alireza
    Elhambakhsh, Seyedeh Elham
    White, Peter R
    Powiązania:
    https://bibliotekanauki.pl/articles/620552.pdf
    Data publikacji:
    2018-11-16
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    book reviews
    introduction
    nominalization
    systemic functional linguistics
    Opis:
    Drawing on Systemic Functional Linguistics, this study explored variational use of nominalization in 600 textbook introductions and 200 book reviews in applied linguistics and medicine. The nominalized expressions were identified in the texts, the frequencies of the nominalization types were counted, and eventually a chi-square test was administered. Analysis of nominalization patterns across the different informational/promotional moves revealed divergent patterns in the two disciplines but insignificant differences across the genres in focus. The density of nominalizations was acknowledged in the applied linguistics introductions and book reviews. However, functional variations in the use of nominalizations were found only in the introductions. As for the proportion of nominalization to grammatical metaphor, results demonstrated a lower tendency towards nominalizing scientific information in the medicine corpus. Further research is needed to see how nominalization is exploited in other genres and other disciplines.
    Źródło:
    Research in Language; 2018, 16, 3
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A strategic approach to multimodal discourse analysis
    Autorzy:
    Menendez, Salvio Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/679012.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Katedra Italianistyki. Polskie Towarzystwo Retoryczne
    Tematy:
    rhetoric
    multimodality
    strategy
    pragmatic-discursive perspective
    systemic-functional linguistics
    Opis:
    In the paper the author argues that multimodal discourse analysis examines the traditional issues of rhetoric from a pragmatic-discursive perspective and therefore may be regarded as a part of rhetoric. Starting from systemic-functional linguistics, the author proposes a method for studying the multimodality of discourse which highlights the notion of strategy, defined as a plan for achieving a particular purpose.
    Źródło:
    Res Rhetorica; 2015, 2, 1; 43-53
    2392-3113
    Pojawia się w:
    Res Rhetorica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing
    Autorzy:
    Horverak, May Olaug
    Powiązania:
    https://bibliotekanauki.pl/articles/1152401.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    writing instruction
    genre-pedagogy
    systemic functional linguistics
    explicit grammar teaching
    Opis:
    In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2016, 2, 1
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing
    Autorzy:
    Horverak, May Olaug
    Powiązania:
    https://bibliotekanauki.pl/articles/2135369.pdf
    Data publikacji:
    2016-08-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    writing instruction
    genre-pedagogy
    systemic functional linguistics
    explicit grammar teaching
    Opis:
    In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2016, 2, 1; 67-89
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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