Applying the Theory of Grammatical Metaphor to Two English Short Stories
DOI:
https://doi.org/10.31973/aj.v2i143.3765الكلمات المفتاحية:
Ideational Metaphor Frequency، Short American، British Storiesالملخص
This paper identifies and describes the textual densities of ideational metaphors through the application of GM theory (Halliday, 1994) to the textual analysis of two twentieth century English short stories: one American (The Mansion (1910-11), by Henry Jackson van Dyke Jr.), and one British (Home (1951), by William Somerset Maugham). One aim is to get at textually verifiable statistical evidence that attests to the observed dominance of GM nominalization in academic and scientific texts, rather than to fiction (e.g. Halliday and Martin (1993). Another aim is to explore any significant differentiation in GM’s us by the two short- story writers. The research has been carried out by identifying, describing, and statistically analysing the frequencies of ideational GM structures in both fiction texts to get at their comparative textual densities in terms of word-counts. The obtained results have shown that GM structures – though used in both the American and British short stories – are statistically quite infrequent in both texts, accounting for a tiny (0.0064%) of the total text-wording in T1. against (0.0137%) for T2. Such very low rates of frequency (well below the threshold of even 1% of each text volume) corroborates the previously observed dominance of GM nominalization in academic and scientific texts, rather than in fiction. These same low densities of use does not allow drawing significant inference differentials in GM’s use by the two writers.
التنزيلات
المراجع
Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. New York: Longman.
Bernstein, B.B. (1975). Class, codes and control. III. Towards a theory of educational transmissions. London: Routledge and Kegan Paul.
Burns, A. (2010). ‘Action research’. In Continuum companion to research methods in applied linguistics. Paltridge, B. and A. Phakiti (eds.), 80–97. London: Continuum.
Byrnes, H. (2009). ‘Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor’. Linguistics and Education. 20: 50–66.
Cavalieri, S. (2014). ‘Variation across disciplines: The case of applied linguistics and medicine’. In Marina Bondi Rosa Lore’s Sanz (ed.), Abstracts in academic discourse: Variation and change, 161–174. Berlin: Peter Lang.
Christie, F, and Derewianka, B. (2008). School Discourse: Learning to Write across the Years of Schooling. London: Continuum.
Colombi, M.C. (2006). ‘Grammatical metaphor: Academic language development in Latino students of Spanish’. In Advanced language learning: The contribution of Halliday and Vygotsky. Byrnes, H. (ed.), 147–163. London: Continuum.
Derewianka, B. (2003). Grammatical metaphor in the transition to adolescence. In A.-M. Simon-Vandenbergen, M. Tavernier, & L. Ravelli (Eds.), Grammatical metaphor: Views from systemic functional linguistics, (pp. 185–219). Amsterdam/Philadelphia: Benjamins.
Derewianka, B. (1995). ‘Language development in the transition from childhood to adolescence: The role of grammatical metaphor’. [Doctoral dissertation, Macquarie University].
Devrim, D.Y. (2013). ‘Development of grammatical metaphor in academic literacy though online language support’. Australia: Unpublished Ph.D. dissertation, University of Sydney.
Devrim, D.Y. (2015). ‘Grammatical metaphor: What do we mean? What exactly are we researching?’ Functional Linguist. 2, 3 .
Freebody, P. (2003). Qualitative research in education: Interaction and practice. London: Sage Press.
Graetz, N. (1985). ‘Teaching EFL Students to extract structural information from abstracts’. In Jan M. Ulign Anthony Kendrick Pugh (eds.), Reading for professional purposes: Methods and materials in teaching languages, 123–135. Leuven: Acco.
Halliday, M.A.K. (1985). Introduction to functional grammar. London: Arnold.
Halliday, M.A.K. (1994). Introduction to Functional Grammar. (2nd ed.) London: Edward Arnold.
Halliday, M.A.K. (1998). ‘Things and relations: Regrammaticising experience as technical knowledge’. In J.R. Martin & R. Veel (Eds.) Reading Science: Critical and functional perspectives on discourses of science. (pp.185-235). London: Routledge.
Halliday, M.A.K and Matthiessen. C.M.I.M. (1999) Construing experience through meaning: A language-based approach to cognition. London: Cassell.
Halliday, M.A.K. and Matthiessen, C.M.I.M. (2004). An introduction to functional grammar (3th ed.). London: Arnold.
Halliday, M.A.K. and Matthiessen, C.M.I.M. (2014). Halliday’s introduction to functional grammar. (4th ed). London: Routledge.
Halliday, M.A.K. and Martin, J.R. (1993). Writing science: Literacy and discursive power. London: The Falmer Press.
Hyland, K. (2009). Academic discourse: English in a global context. London: Continuum.
Hyland, K. (2001). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes 20(3). 207–226.
Hyland, K. (2004). ‘Disciplinary interactions: Metadiscourse in L2 postgraduate writing’. Journal of Second Language Writing 13(2). 133–151.
Johns, T. (1992). ‘It is presented initially: Linear dislocation & inter-language strategies in Brazilian academic abstracts in English and Portuguese’. Ilha do Desterro, 27: 9–32.
Mahboob, A., Dreyfus, S., Humphrey, S. and Martin, J.R. (2010). ‘Appliable linguistics and English language teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project’. In Appliable Linguistics, ed. Mahboob, A, and Knight, N. 25–43. London: Continuum.
Martin, J.R. (1992). English text: System and structure. Amsterdam: John Benjamins.
Martin, J.R. (1993). ‘Technology, bureaucracy and schooling: Discursive resources and control’. Cultural Dynamics. 6 (1): 84–130.
Martin, J.R. and Rose, D. (2003). Working with discourse: Meaning beyond the clause. London, New York: Continuum.
Martin, J.R. and Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.
Maugham, W. S. (1951) ‘Home’. In The Complete Short Stories of W. Somerset Maugham. Vol. 1. London: Heinemann, p 99-103.
Mohan, B. and Beckett, G.H. (2001). ‘A functional approach to research on content-based language learning: Recasts in causal explanations’. Canadian Modern Language Review. 58: 133–155.
Painter, C. (2003). ‘The use of a metaphorical mode of meaning in early language development’. In Grammatical metaphor: Views from systemic functional linguistics, ed. A-M Simon-Vandenbergen, M. Taverniers, and L. Ravelli, 151–167. Amsterdam/Philadelphia: Benjamins.
Ryshina–Pankova, M. (2010). ‘Toward mastering the discourses of reasoning: use of grammatical metaphor at advanced levels of foreign language acquisition’. Modern Language Journal. 9 (ii): 181–197.
Salager-Meyer, F. (1990). Discoursal flaws in medical English abstracts: A genre analysis per research- and text-type. Text. 10(4). 365–384.
Schleppegrell, M.J. (2004). ‘Technical writing in a second language: The role of grammatical metaphor’. In Analysing academic writing: Contextualized framework, ed. Ravelli, L.J. and Ellis, R.A. (173–189). New York: Continuum.
Slade, C. (2000). Form and style: Research papers, reports and theses, 10th edition. Beijing: Foreign Language Teaching and Research Press.
Taylor, G. and Chen, T. (1991). Linguistic, cultural, and subcultural issues in contrastive discourse analysis: Anglo-American and Chinese scientific texts. Applied Linguistics. 12(3). 319–336.
Thompson, G. (1996). Introducing Functional Grammar. London: Arnold.
Torr, J. and Simpson, A. (2003). ‘The emergence of grammatical metaphor: Literacy-oriented expressions in the everyday speech of young children’. In Grammatical metaphor: Views from systemic functional linguistics, ed. Simon-Vandenbergen, A-M, Taverniers, M, and Ravelli, L. 169–183. Amsterdam/Philadelphia: Benjamins.
Van Dyke, H. (1910-11). The Mansion. London and New York: Harper & Brothers Publishers
التنزيلات
منشور
إصدار
القسم
الرخصة
:حقوق الطبع والنشر والترخيص
بالنسبة لجميع البحوث المنشورة في مجلة الآداب، يحتفظ الباحثون بحقوق النشر. يتم ترخيص البحوث بموجب ترخيص Creative Commons CC BY 4.0 المفتوح ، مما يعني أنه يجوز لأي شخص تنزيل البحث وقراءته مجانًا. بالإضافة إلى ذلك ، يجوز إعادة استخدام البحث واقتباسه شريطة أن يتم الاستشهاد المصدر المنشور الأصلي. تتيح هذه الشروط الاستخدام الأقصى لعمل الباحث وعرضه.
:إعادة إنتاج البحوث المنشورة من الناشرين الآخرين
من الضروري للغاية أن يحصل الباحثون على إذن لإعادة إنتاج أي بحث منشورة (أشكال أو مخططات أو جداول أو أي مقتطفات من نص) لا يدخل في نطاق الملكية العامة أو لا يملكون حقوق نشرها. يجب أن يطلب الباحثون إذنًا من مؤلف حقوق النشر (عادة ما يكون الناشر).
يطلب الإذن في الحالات التالية:
بحوثك الخاصة المنشورة من قِبل ناشرين آخرين ولم تحتفظ بحقوق النشر الخاصة بها.
مقتطفات كبيرة من بحوث أي شخص أو سلسلة من البحوث المنشورة.
استخدم الجداول والرسوم البيانية والمخططات والمخططات والأعمال الفنية إذا لم يتم التعديل عليها.
الصور الفوتوغرافية التي لا تملك حقوق لنشرها.
لا يطلب الإذن في الحالات التالية:
إعادة بناء الجدول الخاص بك مع البيانات المنشورة بالفعل في مكان آخر. يرجى ملاحظة أنه في هذه الحالة يجب عليك ذكر مصدر البيانات في شكل "بيانات من ..." أو "مقتبس من ...".
تعتبر عروض الأسعار القصيرة معقولة الاستخدام العادل ، وبالتالي لا تتطلب إذنًا.
الرسوم البيانية ، الرسوم البيانية ، المخططات ، الأعمال الفنية التي أعاد الباحث رسمها بالكامل والتي تم تغييرها بشكل ملحوظ إلى درجة لا تتطلب الاعتراف.
الحصول على إذن
لتجنب التأخير غير الضروري في عملية النشر ، يجب أن تبدأ في الحصول على أذونات في أقرب وقت ممكن. لا يمكن لمجلة الآداب نشر بحث مقتبس من منشورات أخرى دون إذن.
قد يمنحك مالك حقوق الطبع والنشر تعليمات بشأن شكل الإقرار الواجب اتباعه لتوثيق عمله ؛ بخلاف ذلك ، اتبع النمط: "مستنسخ بإذن من [المؤلف] ، [كتاب / المجلة] ؛ نشره [الناشر] ، [السنة]." في نهاية شرح الجدول ، الشكل أو المخطط.