Cover
Half Title
Title
Copyright
Contents
Preface
Acknowledgements
1 Introduction to the notion of a guide to SFL
1.1 The notion of a guide
1.2 SFL’s holistic approach to semiotic systems
1.3 The “architecture” of language in context according to SFL
1.3.1 The organization of the systemic functional metalanguage
1.3.2 The ordered typology of systems operating in different phenomenal realms
1.3.3 The global semiotic dimensions organizing language in context
1.3.4 The local semiotic dimensions organizing stratal subsystems
1.3.5 Theory and description and analysis
1.4 Heuristics, matrices, delicacy (of focus), complementarities, helixes
1.5 Start with phenomena – not with the study of phenomena
1.6 The context of reading and using SFL
1.7 The organization of the guide to SFL
Notes
2 Reading guides
2.1 Pre-systemic literature and influences (up to around 1960)
2.2 Overviews of literature on systemic functional linguistics
2.2.1 Introductions to SFL
2.2.2 Companions, handbooks and anthologies
2.2.3 Term guides
2.3 Descriptions of the lexicogrammar of English
2.4 Variation in systemic functional linguistics: “architecture” and terminology
2.5 SFL and other disciplines
2.6 SFL and other (contemporary) approaches
2.6.1 Close dialogue partners
2.6.1.1 The Birmingham School
2.6.1.2 Social semiotics
2.6.1.3 Critical Linguistics, CDA
2.6.2 Fellow travellers in linguistics at a distance
2.6.2.1 Range and groupings of fellow travellers
2.6.2.2 West-Coast Functionalism
2.6.2.3 Corpus linguistics
2.6.2.4 Beyond fellow travellers
2.6.3 In relation to stratal subsystems
2.6.3.1 Phonology
2.6.3.2 Lexicogrammar
2.6.3.3 Semantics
2.6.4 Genre and register studies
2.7 Systematic literature reviews, research synthesis and meta-analysis
Notes
3 Resource guides
3.1 Organized according to the hierarchy of stratification
3.1.1 The notion of stratification
3.1.2 Accounts of context
3.1.2.1 Pre-SFL accounts of context
3.1.2.2 Into SFL
3.1.2.3 Functional diversification: field, tenor and mode
3.1.2.4 Context extended along the cline of instantiation
3.1.3 Accounts of semantics
3.1.4 Accounts of lexicogrammar
3.1.5 Accounts of phonology and phonetics (graphology and graphetics)
3.1.5.1 Phonology
3.1.5.2 Phonetics
3.1.5.3 Graphology and graphetics
3.2 Organized according to the cline of instantiation
3.2.1 The stratification-instantiation matrix
3.2.2 Codal (variation) studies
3.2.3 Register (variation) studies
3.2.4 Semogenesis in relation to the cline of instantiation
3.3 Organized according to the spectrum of metafunction
3.3.1 Content plane resources distributed metafunctionally
3.3.1.1 Textual systems
3.3.1.2 Interpersonal systems
3.3.1.3 Ideational systems
3.3.1.4 Semantics and lexicogrammar
3.4 Accounts of semiotic systems other than language (multimodal studies)
3.5 Organized according to axiality (the hierarchy of axis)
Notes
4 Application guides
4.1 Domains of research and application
4.2 General methodological considerations
4.2.1 Phenomena and the study of phenomena
4.2.2 The study of phenomena: stages in the research process
4.2.3 Research methods
4.2.4 Authentic: data collection – points of view: sites
4.3 System description
4.3.1 The task of describing linguistic (sub-) systems
4.3.2 Description as upward move along the cline of instantiation
4.3.3 Descriptive guidance: theoretical and typological
4.3.4 From sets of instances to paradigms to systems
4.3.5 The use of texts from different registers
4.3.6 A note on “corpus based” vs. “corpus driven”
4.4 Text analysis
4.4.1 Examples in the SFL literature that can serve as models
4.4.2 Text and options in types of text analysis
4.4.3 Stage of description: pre-systemic vs. systemic
4.4.4 Role of text: text as specimen vs. text as artefact
4.4.5 Means of analysis: manual vs. automated
4.4.6 State of text as data: raw text vs. annotated text
4.4.7 Phase of text: text as product vs. text as process
4.4.8 Multisemiosis: mono vs. multi (analysis of multisemiotic texts (“MDA”))
4.4.9 Analysis and interpretation
4.5 Language development, language and education
4.5.1 Learning how to mean: phases
4.5.2 The beginning of educational linguistics in Britain
4.5.3 Knowledge in education
4.5.4 Options in educational linguistics
4.6 Translation studies
4.6.1 Phases of development of SFL-informed studies of translation
4.6.2 Overview of SFL-informed studies of translation
4.6.3 Research methodology adopted in SFL-informed studies of translation
4.7 Institution of medicine (healthcare)
4.7.1 Clinical linguistics and healthcare communication studies
4.7.2 Clinical linguistics: language as clinical phenomenon
4.7.3 Healthcare communication studies: language as healthcare resource
4.8 Summary
Notes
5 Guide to alternatives, questions, issues and debates
5.1 Choices among metalinguistic options
5.2 Theoretical issues
5.2.1 The theoretical architecture of language in context
5.2.2 Context: stratified and/or extended along the cline of instantiation
5.2.2.1 Terminology
5.2.2.2 Context: interpretation in terms of the hierarchy of stratification and/or the cline of instantiation
5.2.2.3 The nature of ideology
5.2.3 Content plane: the stratal status of system networks
5.2.4 Content plane: the number of metafunctions
5.2.5 Content plane: rank
5.2.6 Exploration of the relationship between individual meaners and their speech fellowships
5.3 Descriptive issues
5.3.1 Interpersonal
5.3.1.1 Interpersonal systems: negotiation
5.3.1.2 Interpersonal systems – appraisal: stratal location within content plane
5.3.1.3 Interpersonal systems – subject: the role of subject in the description of different languages
5.3.2 Textual systems – theme: the boundary between Theme and Rheme
5.3.3 Experiential systems – Transitivity (including process type)
5.3.3.1 The development of Halliday’s description of the system of Transitivity
5.3.3.2 The system of Process Type in particular
5.3.4 Logical
Notes
6 SFL term guides (metalanguage)
6.1 SFL terminology
6.2 “Tricky” terms
6.2.1 Theoretical terms
6.2.1.1 Overview the “tricky” theoretical terms
6.2.1.2 “Function”
6.2.1.3 “System”
6.2.1.4 “Meaning”
6.2.2 Descriptive terms
6.2.2.1 “Text” and “discourse”
6.2.2.2 “Clause” and “sentence”
Notes
7 Analysis guide: English lexicogrammar
7.1 Lexicogrammatical analysis of text
7.1.1 Workbooks and models
7.1.2 Annotation, presentation and tools
7.1.2.1 Boundary annotation (chunking)
7.1.2.2 Analysis representation
7.1.2.3 Tools, standards
7.1.3 The choice of what to include in the analysis
7.1.4 Interpretation of analysis
7.2 Clause analysis guides
7.2.1 Trinocular view of the clause
7.2.2 Constituent parts of clauses
7.2.2.1 The view “from below”
7.2.2.2 Types of probe
7.2.3 Correspondences across metafunctional function structures of the clause
7.2.4 Thematic analysis
7.2.5 Modal analysis of the clause
7.2.5.1 Modal analysis: the mood element
7.2.5.2 Modal structure of the clause in relation to thematic and transitivity structure; maximal modal structure
7.2.5.3 Freedom: free vs. bound clauses
7.2.5.4 Subject
7.2.6 Transitivity analysis of the clause
7.3 Vocabulary guides
7.3.1 Introduction
7.3.2 Verbs
7.3.3 Adverbs and conjunctions
7.3.4 Prepositions
7.3.5 Continuatives
Notes
8 Conclusion
Note
9 Appendix
9.1 Online sources
9.1.1 Websites
9.1.2 Presentations, YouTube channels
9.1.3 Tools
9.2 Conventions
9.2.1 System networks
9.2.2 Realization
9.2.3 Structural representation
9.2.4 Semantic structure
9.3 Transcription and annotation
9.4 Summary of SFL overviews
9.5 Summary of descriptions of the lexicogrammar of English
9.6 Key descriptions of different languages
9.7 Displays of text analysis
9.7.1 Chunking of texts: unit boundaries
9.7.2 Phonology: prosodic analysis
9.7.3 Lexicogrammar
9.7.3.1 Cohesive analysis
9.7.3.2 Univariate analysis
9.7.3.3 Multivariate analysis
9.7.4 Tabular analysis displays
References
Index