Systemic Functional Linguistic theory.ppt

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1、Language and legitimation: Disciplinary differences in constructing space for new knowledge.,Pearling seminar October 22, 2010,Dr Susan Hood Faculty of Arts and Social Sciences University of Technology, Sydney (UTS) sue.hooduts.edu.au Visiting Scholar Hong Kong Polytechnic University,How does discip

2、line impact on who gets to know what in the introduction to a research paper?,The problem,There has been much recent discussion in studies of academic literacy around the need to address disciplinary differences. An understanding of the ways in which disciplines use language differently, and hence m

3、ean differently, is fundamental to providing meaningful academic language support for students and researchers. It is also especially relevant in an evolving academic context in which inter-disciplinary or trans-disciplinary study and research are actively encouraged. Effective inter-disciplinary co

4、llaboration relies on a better understanding of disciplinary differences.To date studies of disciplinary differences in applied linguistics have been dominated by two orientations: - corpus-based quantitative studies of distributions of discrete linguistic features, and/or - ethnographic studies tha

5、t choose to largely ignore language in favour of observations of activity.Engaging with sociological theorisations of knowledge (Bernstein; Maton) has suggested a number of fruitful directions for the linguistic analysis and explanation of disciplinary difference.,From the field of the sociology of

6、knowledge . Disciplines as kinds of knowledge structures (Bernstein 1999),Bernstein draws our attention to differences in kinds of knowledge (what he calls discourses): Horizontal discourse or commonsense knowledge local, segmentally organised, context-specific and dependent The kind of knowledge we

7、 acquire and use in the home and local community.Vertical discourse or un-commonsense knowledge coherent, explicit and systematically principled structure. characteristic of formal schooling and of academic study where knowledge is abstracted from everyday and commonsense understandings. Then Bernst

8、ein differentiates vertical discourse into different kinds of knowledge structures: Hierarchical knowledge structuresHorizontal knowledge structures.,Disciplines as Hierarchical or Horizontal knowledge structures (Bernstein 1999),A hierarchical knowledge structure is one that builds on and integrate

9、s knowledge at lower levels in the attempt to create very general propositions and theories. There is an integration of existing knowledge in the process of constructing new knowledge - as in the natural sciences. This orientation towards integration at lower levels in the building of generalised pr

10、opositions is typically represented visually as a triangle:,A horizontal knowledge structure is a series of specialised languages, each with its own specialised modes of interrogation and specialised criteriaas in the humanities. A horizontal knowledge structure is represented diagrammatically as a

11、series of discrete strongly bounded and so segmented languages,Accumulating knowledge through integrationHierarchical knowledge structure the sciencesAccumulating knowledge segmentally Horizontal knowledge structurethe humanitiesSegmented languages some with with stronger verticality the social scie

12、nces,Knowledge structures (Bernstein 1996,1999, 2000),On the basis of this theorisation from sociology of disciplines as different kinds of knowledge structures we might expect to find differences in the ways in which research writers from different disciplines go about constructing a warrant for th

13、eir research in the introductions to their research papers. If they come from disciplinary homes that view knowledge differently and have different ways of accumulating knowledge then we might expect that they would engage differently with other sources of knowledge in the construction of their rese

14、arch warrants. We might expect to find evidence in their writing of differences in degrees of integration or of segmentation.,Disciplines as Hierarchical or Horizontal knowledge structures and Hierarchical or Horizontal knower structures (Maton 2007, 2009),Maton takes the conceptualisation of differ

15、ent kinds of knowledge structures a step further. claims to knowledge are not just of the world, they are also made by authors for every knowledge structure there is also a knower structure Just as we can speak of disciplines as representing hierarchical or horizontal knowledge structures, so we can

16、 also consider them as hierarchical or horizontal knower structures. Science can be characterized as a horizontal knower structure, in which knowers are segmented by specialized modes of acting, and where the social profile of the scientist is irrelevant for scientific insight, while the humanities

17、can be seen as a hierarchical knower structure where knowers are integrated hierarchically in the construction of an ideal knower.,Legitimation codes of specialisation (Maton 2007),LCT theory (Maton 2007),Legitimation Code Theory (LCT) (Maton 2000) two sets of relations: the epistemic relation and t

18、he social relation. The epistemic relation is that between educational knowledge and its proclaimed object of study (that part of the world of which knowledge is claimed). What can be known and how? The social relation is that between educational knowledge and its author or subject (who is making th

19、e claim to knowledge). Who can know? Each of these sets of relations can be relatively stronger or weaker. Stronger epistemic relations give emphasis to the possession of explicit principles, skills and procedures; Stronger social relations and give emphasis to the attitudes and dispositions of know

20、ers.Legitimation Code Theory (LCT) proposes that intellectual fields or disciplines can be differentiated in terms of the relative strength or weakness of their epistemic relations and their social relations,Legitimation codes of specialisation (Maton 2007),LCT theory (Maton 2007),LCT theory (Maton

21、2007),We might expect the disciplinary home of the researcher to be evident in the ways writers legitimate their research in their research paper introductions.,As functional linguists we can ask how differences in knowledge-knower structures are instantiated in key academic genres of those intellec

22、tual fields. One such genre is the research article, and in particular the introduction to the article or the research warranta site in which the writer constructs a legitimating platform from which they can proceed to report in detail on their study and its contribution to knowledgeLCT theory sugge

23、sts questions that we might usefully ask in a social semiotic analysis of this writing from different intellectual fields. But what do we look for amongst the multitude of variations in language from text to text that can generate patterns of difference that we can relate to differences in knowledge

24、-knower structuring of intellectual fields?,A set of published articles from different intellectual fields (natural sciences, social sciences, and humanities)A loose association with field of science from science journalsfrom applied linguistics journal on science educationfrom a cultural studies jo

25、urnal on science educationAim to explore some means by which research writers represent differently knowledge and knowers in the process of legitimating their own research.,Systemic Functional Linguistic theory,discourse semantics,lexico-grammar,phonology/graphology,Systemic Functional Linguistic th

26、eory,discourse semantics,lexico-grammar,phonology/graphology,ideational meaning,textual meaning,interpersonal meaning,Systemic Functional Linguistic theory,discourse semantics,Appraisal,lexico-grammar,phonology/graphology,ideational meaning,textual meaning,interpersonal meaning,Systemic Functional L

27、inguistic theory,discourse semantics,Appraisal,lexico-grammar,phonology/graphology,ideational meaning,textual meaning,interpersonal meaning,engagement,attitude,graduation,Systemic Functional Linguistic theory,discourse semantics,Appraisal,lexico-grammar,phonology/graphology,ideational meaning,textua

28、l meaning,interpersonal meaning,engagement,attitude,graduation,counter-expectancy,projection,modality & negation,Systemic Functional Linguistic theory,discourse semantics,Appraisal,lexico-grammar,phonology/graphology,ideational meaning,textual meaning,interpersonal meaning,engagement,attitude,gradua

29、tion,counter-expectancy,projection,modality & negation,Systemic Functional Linguistic theory,discourse semantics,Appraisal,lexico-grammar,phonology/graphology,ideational meaning,textual meaning,interpersonal meaning,engagement,attitude,graduation,counter-expectancy,projection,modality & negation,Who

30、 gets to say what?,Halliday (1993) argues / that science has developed a highly sophisticated way of representing ideas that makes writing science especially difficult for students.Halliday (1993) argues / “science has developed a highly sophisticated way of representing ideas that makes writing sci

31、ence especially difficult for students.”Halliday (1993) believes / that writing science is especially difficult for students because of the way ideas are represented.It is generally understood that science has developed a highly sophisticated way of representing ideas.The fact that writing science i

32、s especially difficult for students is widely appreciated.The many stories and radical fragments within this work can be envisaged as a series of sites to which the reader is exposed.Anderson (2004) offers a number of suggestions. First, . . Secondly, Finally, .Van de Kooi and Knorr (1973) report th

33、at they measured one office building and five small dwellings over a period from February 1967 to August 1967 in The Netherlands.,projection,projection,Voices other than the writer projecting the object of study,projection,Voices other than the writer projecting the object of study,abstracted projec

34、tion,The field of research projecting the object of study,What do we know about projecting sources?,Roychoudhury et al (1995) argue / that “classroom interactions sanction male dominance as a norm”. After 40 min, Cindy suggested we end the meeting so a group of them could study for an exam together.

35、 I noticed how the desks were arranged into a circle, () I recognized most of the students as biology majors who had at one time or another stopped by my office.,What do we know about projecting sources?,Researcher voice:Roychoudhury et al (1995) argue / that “classroom interactions sanction male do

36、minance as a norm”. Participant voice:After 40 min, Cindy suggested we end the meeting so a group of them could study for an exam together. Researcher as participant observer voice:I noticed how the desks were arranged into a circle, () I recognized most of the students as biology majors who had at

37、one time or another stopped by my office.,Projecting sources in the natural sciences and the humanities,1 Incorporation of organic molecules such as dyes inside solid matrices is an attractive topic of research because of the photostability and fluorescence quantum yield 1-3 of the modified material

38、s. An approach in this regard is to incorporate molecules inside silica spheres 4-5, the advantage of this kind of nanoscopic containers is that they can be used to control the environment of the molecule. source: Rosemary et al 2006,2 As I looked around the room, I recognized most of the students a

39、s biology majors who had at one time or another stopped by my office. Of the twenty students gathered, most were women; a group of four young men sauntered in together just as the meeting began. As it turned out, many of the attendees had chemistry and biology classes together. Several women mention

40、ed how they wanted to find some old exams, and one person asked if there were class notes from last weeks lecture that she missed. After 40 min, Cindy suggested we end the meeting so a group of them could study for an exam together. Lets feed our brains! she yelled. Everyone joined her in laughter.,

41、Projecting sources in the natural sciences and the humanities,1 Incorporation of organic molecules such as dyes inside solid matrices is an attractive topic of research because of the photostability and fluorescence quantum yield 1-3 of the modified materials. An approach in this regard is to incorp

42、orate molecules inside silica spheres 4-5, the advantage of this kind of nanoscopic containers is that they can be used to control the environment of the molecule.,2 As I looked around the room, I recognized most of the students as biology majors who had at one time or another stopped by my office.

43、Of the twenty students gathered, most were women; a group of four young men sauntered in together just as the meeting began. As it turned out, many of the attendees had chemistry and biology classes together. Several women mentioned how they wanted to find some old exams, and one person asked if the

44、re were class notes from last weeks lecture that she missed. After 40 min, Cindy suggested we end the meeting so a group of them could study for an exam together. Lets feed our brains! she yelled. Everyone joined her in laughter.,Projecting sources in the natural sciences and the humanities,1 Incorp

45、oration of organic molecules such as dyes inside solid matrices is an attractive topic of research because of the photostability and fluorescence quantum yield 1-3 of the modified materials. An approach in this regard is to incorporate molecules inside silica spheres 4-5, the advantage of this kind

46、of nanoscopic containers is that they can be used to control the environment of the molecule.,2 As I looked around the room, I recognized most of the students as biology majors who had at one time or another stopped by my office. Of the twenty students gathered, most were women; a group of four youn

47、g men sauntered in together just as the meeting began. As it turned out, many of the attendees had chemistry and biology classes together. Several women mentioned how they wanted to find some old exams, and one person asked if there were class notes from last weeks lecture that she missed. After 40

48、min, Cindy suggested we end the meeting so a group of them could study for an exam together. Lets feed our brains! she yelled. Everyone joined her in laughter.,Projecting sources in the natural sciences,1 Incorporation of organic molecules such as dyes inside solid matrices is an attractive topic of

49、 research because of the photostability and fluorescence quantum yield 1-3 of the modified materials. An approach in this regard is to incorporate molecules inside silica spheres 4-5, the advantage of this kind of nanoscopic containers is that they can be used to control the environment of the molec

50、ule.,Projecting sources in the natural sciences,semiotic entities can also be projecting sources hypotheses explain a proposal hypothesises the hypothesis in turn posits that studies suggest 4 Many hypotheses have been advanced to explain the chemical composition of infectious prions and the mechani

51、sm of their formation in the neurons of infected hosts, but none has yet been proven. Perhaps the most provocative proposal has been the “protein-only“ hypothesis, which posits that the infectious agent is composed exclusively of a misfolded, host-encoded protein called the prion protein (PrP). However, three decades of investigation have yielded no direct experimental proof for this stringent hypothesis. Moreover, various biochemical studies have suggested that nonproteinaceous cofactors may be required to produce infectious prions, possibly by forming physical complexes with PrP (114).,