Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua

Martin, James R.; Matruglio, Erika

doi:10.7764/onomazein.alsfal.12

Cited by 9 publications

(16 citation statements)

References 11 publications

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“…In recent papers, arising from SFL's dialogue with LCT, Martin & Matruglio (2013) and Martin (2017) revisit the register variables mode and fi eld by way of adopting a broad metafunctionally diversifi ed approach to context dependency (presence) and technicality (mass). The ability of analysts to reach consensus around what is and what is not a grammatical metaphor is crucial to both of these enterprises.…”

Section: Analysing Grammatical Metaphormentioning

confidence: 99%

Ideational semiosis: a tri-stratal perspective on grammatical metaphor

Martin

2020

DELTA

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This paper addresses the challenge of analysing texts for ideational grammatical metaphor. It undertakes this task from the perspective of recent work on field (Doran & Martin in press) and discourse semantics (Hao 2020a). In doing so it highlights the benefits of adopting a tri-stratal perspective on experiential and logical grammatical metaphor (Hao 2020b) - bringing all three of the most relevant strata (i.e. field, discourse semantics and lexicogrammar) into the picture.

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Section: Analysing Grammatical Metaphormentioning

confidence: 99%

Ideational semiosis: a tri-stratal perspective on grammatical metaphor

Martin

2020

DELTA

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“…There is no simple answer to this question. Part of the answer has to do with managing information flow in academic discourse, as discussed in relation to PERIODICITY in Martin and Matruglio (2013); compare the discussion of power composition in Martin (2015) and aggregation in Martin's paper in this issue. Another part of the answer has to do with explanation, since in history there is usually more than one factor influencing change and more than one effect ensuing (Martin, 2002(Martin, , 2003.…”

Section: Figurementioning

confidence: 99%

“…Highlighting that linguistic theorizations of context-dependence and condensation of meaning are not as clear as many SFL scholars assume, Martin proposes a more comprehensive account in terms of 'presence' and 'mass'. Martin and Matruglio (2013) defines 'presence' as concerning context-dependence and invol-ving 'implicitness' (concerning textual resources such as exophoric reference to the outside situation), 'negotiability' (mobilizing interpersonal resources around the arguability of a proposal or proposition), and 'iconicity' (the amount of ideational grammatical metaphor). In this special issue, Martin turns to the issue of condensation of meaning and explicates the notion of 'mass'.…”

Section: Sfl and Lct As Complementary Frameworkmentioning

confidence: 99%

Systemic Functional Linguistics and Legitimation Code Theory on Education: Rethinking field and knowledge structure

Martin¹,

Maton²

2017

Onomázein

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This paper presents an introduction to how systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) offer complementary insights into education, focusing on key ideas that brought the theories into dialogue over the past decade. It begins with a review of SFL work on field, which foregrounds the role of forms of knowledge in education. It then discusses how SFL scholars engaged with and understood Bernstein's notions of 'knowledge structures' for modelling intellectual fields. This engagement raised a series of questions that were a basis for dialogue with LCT, which extends and integrates Bernstein's framework. The paper introduces key concepts from two dimensions of LCT -Specialization and Semanticsenacted in papers in this special issue. It then briefly summarizes two major research projects into education that enact these concepts alongside SFL and provide a context to the papers of this special issue, before introducing how these papers illustrate the growing and fruitful transdisciplinary dialogue between SFL and LCT.

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“…In SFL context dependency has primarily been explored as an issue of mode, realized through the textual metafunction of language. Martin and Matruglio (2013), responding to the concept of 'semantic gravity' from LCT (Maton 2009(Maton , 2013(Maton , 2014a(Maton , 2014b, revisit earlier discussions (e.g. Martin, 1992;Cloran, 1999Cloran, , 2000 to interpret the concept of 'context dependency' more comprehensively on a metafunctional basis.…”

Section: Introductionmentioning

confidence: 99%

Live Lectures: The Significance of Presence in Building Disciplinary Knowledge

Hood¹

2017

Onomázein

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Radical changes in modes of pedagogy are currently being implemented in higher edu-cation internationally. Most significantly there is a rapid movement away from face-to-face, or ‘live’ teaching in lecture mode toward online-only resources, or to ‘flipped classrooms’. The arguments mounted in support of such changes vary from economic imperatives to life-style preferences to pedagogic benefits. However, the research base in relation to the latter remains disturbingly thin. There is an overreliance on small-scale opinion survey data in the immediate context of changed practice and very little exploration of the nature of pedagogic practice in online modes or in the face-to-face lecturing they replace. Significantly lacking are attempts to tease apart the impact of technologies, modes of communication, pedagogic models and disciplinary knowledge structures in the building of knowledge. This study makes an initial contribution to this substantial project in an exploratory analysis of the dynam-ic unfolding of meaning in the spoken discourse of a face-to-face lecture in health science. The approach is trans-disciplinary, drawing both on systemic functional linguistics (SFL) and Legitimation Code Theory (LCT). Findings reveal ways in which meanings shift between the here-and-now of the shared sensible material space and elevated reflective perspectives on the field, and in doing so support the apprenticeship of students into the specialized, uncom-mon-sense knowledge of their field.

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Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua

Abstract: (2014). Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua. Onomazein: revista de linguistica, filologia y traduccion, Número Especial IX ALSFAL 186-213.

Cited by 9 publications

References 11 publications

Ideational semiosis: a tri-stratal perspective on grammatical metaphor

Ideational semiosis: a tri-stratal perspective on grammatical metaphor

Systemic Functional Linguistics and Legitimation Code Theory on Education: Rethinking field and knowledge structure

Live Lectures: The Significance of Presence in Building Disciplinary Knowledge

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