This work is part of the research project "Verbal processes in academic writing in the light of Systemic Functional Grammar" which was developed at the Foreign Language Centre of the National Autonomous University of Mexico. The objective of the project is to analyze verbal transitivity in student writing and research articles from the Systemic Functional Linguistics perspective. Verbal transitivity analyzes locutional and symbolic processing constructions, and the participants involved in these constructions. Our goal in this paper is to present a study of student texts belonging to three genres of the university curriculum (question-answer, essay and review) and of expert texts (research articles) in terms of the verbal process frequency in each genre and each area. Besides, we are going to explore projecting characteristics of our corpus in general, and of the ten most frequent verbs in this corpus, in particular. The results indicate that there is an important variation among the verbal process frequencies and their projecting characteristics in different genres and areas under analysis.
The aim of this paper is to present a systemic functional analysis of verbal processes in student texts. This work is part of an on-going research project developed at the National Autonomous University of Mexico. The paper is based on literature texts belonging to two genres: question-answer and essay. First, I define the group of verbal processes and determine their frequency. Then I explore the context of their use and identify the participants in the verbal clauses. Finally, I compare the two groups of texts according to their verbal process characteristics.
Resumen: El objetivo de este artículo es presentar un análisis sistémico funcional de procesos verbales en textos estudiantiles. El trabajo realizado forma parte de un proyecto de inves
This paper presents a systemic functional analysis of three types of processes in academic texts: verbal, mental and relational. It intends to explore how certain process types in Spanish are related to the expression of evaluation in academic texts. Our study draws on Systemic Functional Linguistics and, in particular, on the Appraisal Theory, which explores evaluative aspects of the language, here we shall analyze only one of its subsystems, ATTITUDE. Our analysis is based on student texts collected at the Faculty of Arts, belonging to two disciplines: literature and history, but to only one genre: question-answer. The preliminary results show certain differences between the two corpora: in the literature texts clauses with appraisal prevail and JUDGMENT is the preferred means of expressing ATTITUDE, while the history texts prefer clauses without appraisal and APPRECIATION prevails among the subtypes of ATTITUDE.
El presente trabajo busca explorar cómo ciertos tipos de procesos se relacionan con la expresión de la valoración en los textos académicos, nuestro objetivo es analizar la transitividad verbal y los aspectos evaluativos en la redacción académica de estudiantes de licenciatura en historia. La base teórica del estudio es la Lingüística Sistémico-Funcional y, en particular, el Sistema de la Valoración. Presentamos aquí el análisis realizado a partir de uno de sus subsistemas: el de actitud. La investigación se basa en escritos estudiantiles que pertenecen a dos géneros (preguntas-respuestas y ensayos) en una misma disciplina (historia). Dentro del análisis ideacional exploramos tres tipos de procesos: verbales, relacionales y mentales, mientras que en el marco del análisis interpersonal clasificamos las cláusulas que expresan la valoración de acuerdo con los tres dominios de la actitud: afecto, juicio y apreciación. Los resultados preliminares muestran algunas similitudes entre los dos géneros como, por ejemplo, la prevalencia de procesos relacionales y la dominancia de la apreciación como el recurso preferido para expresar la actitud. Sin embargo, se encontraron también diferencias: por ejemplo, en los ensayos aumenta significativamente el porcentaje de cláusulas con evaluación negativa, al igual que el porcentaje de cláusulas que expresan juicio. Estos y otros hallazgos se presentarán dentro de una pequeña discusión sobre la interacción de los significados ideacionales e interpersonales y, consecuentemente, sobre los aspectos léxico-gramaticales y semántico-discursivos de textos académicos.
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