Taxis and Logico-Semantic Relation in undergraduate Students’ English Theses Writing Text: A Systemic Functional Linguistics Approach

Ngongo, Magdalena

doi:10.18843/rwjasc/v9i2/19

Cited by 8 publications

(11 citation statements)

References 6 publications

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“…Similarly, using a SFL framework to analyse English writing, Ngongo [8] found that hypotaxis is employed more than parataxis in taxis relation and proved that the use of taxis and logico-semantic in theses writing is crucial for the text cohesion.…”

Section: Previous Studiesmentioning

confidence: 94%

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

Pham¹

2020

JST-UD

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The International English Language Testing, which involves the assessment of four English skills has been selected as the preferred test to measure English language proficiency of non-native English speakers. In IELTS academic writing, grammatical range and accuracy, of which test-takers are required to use is one of the four criteria used to evaluate candidates’ written essays, which record a considerable occurrence frequency of clause complexes. In order to shape clause complexes, two basic kinds of logical relations in language are employed: parataxis and hypotaxis. They indicate how two or more adjacent clauses are connected to each other in dependent or interdependent ways. This study conducts an analysis of how clause complexes in IELTS academic exposition and discussion essays are formed by highly successful test-takers in light of functional grammar, thereby providing non-native writers with a better understanding of accurate parataxis and hypotaxis employment to produce good IELTS academic writing essays.

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Section: Previous Studiesmentioning

confidence: 94%

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

Pham¹

2020

JST-UD

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“…In Systemic Functional Linguistics (SFL) as outlined in Halliday's Functional Grammar, CE theoretically belongs to one type of relationship between clauses, namely logico-semanticrelation [12]. To highlight the theoretical framework, it may be beneficial to have a glimpse of clause complexion in a macro sense.…”

Section: Theoretical Highlightsmentioning

confidence: 99%

“…Taxis refer to degrees of interdependency between two clauses. There are two different degrees of interdependency [12]. One is termed as 'parataxis' in which two clauses may be joined by a conjunction 'and' (addition) or 'but' (contradiction), and are considered of equal status, one initiating and the other continuing [13].…”

Section: Taxismentioning

confidence: 99%

Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

Nurhamidah

Purwanto

Anwar

et al. 2021

Mid. Eur. Scin. Bul

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The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills. Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF). Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.

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“…There are some researchers that were used to support this study, such as Halliday (1977Halliday ( , 1989Halliday ( , 1994Halliday ( , 2002, Halliday and Hassan (1985), Graber (2001), Khalid (2013), Ngongo (2012Ngongo ( , 2014Ngongo ( , 2015Ngongo ( , 2018, Martin (2004, 2014). Additionally, Eggins (1994) found that lexicogrammar and discourse semantic gave sign to how text be meant.…”

Section: Literature Review and Underlying Theorymentioning

confidence: 99%

“…Next, Ngongo (2015a) found that experiential meaning was realized in transitivity that used highest number of material process in text than other process types. Moreover, Ngongo (2015b) claimed that interpersonal metafunction meaning in text was aimed to get information and state ideas or views. Another one was Davidse and Vandenbergen (2016) that reviewed and described views of Halliday and other researchers related to interpersonal meaning realization.…”

Section: Introductionmentioning

confidence: 99%

Metafunction Meaning Realization in Lexicogrammar of Sermon Texts on lLanguage and Cultural Monthr, Kupang Town: A Systemic Functional Linguistic Approach

Ngongo¹,

Dethan²,

Hyna³

2018

Proceedings of the International Conference on Language Phenomena in Multimodal Communication (KLUA 2018)

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This paper described metafunction meaning realization in lexicogrammar of sermon texts delivered in churches on May 2017 that was called A Language and Cultural Month. The data informing this study were taken from 38 texts and were analysed based on Systemic Functional Linguistics Approach. The results showed that ideational meaning was realized in transitivity system that covered six process types. It showed that material process was more used than other processes. Exclamation process was least used because of the text type, monologue, and also because of the speakers who were more focused on statements that could be understood and interpreted faithfully by listeners. Interpersonal meaning was realized in mood system in which declarative was more used. This fact indicated that the speakers were more focused on describing facts by using statements forms in which listeners could understand and interpret without arguing verbally. The use of textual metafunction of meaning that discovered in theme in which topical theme was used most than other themes, which denoted that the speakers were more focused on message by using topical. The stresses of subject by using mark theme were limitedly used, which implied that the speakers did not need to re-emphasize the topic as subject since the subject itself was clearly enough stated. Based on the findings, it is suggested that sermons should contain varieties types of process, mood, and theme to make sermons be more interesting and make listeners be more motivated to follow other sermons.

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Taxis and Logico-Semantic Relation in undergraduate Students’ English Theses Writing Text: A Systemic Functional Linguistics Approach

Abstract: This paper aims to describe the use of taxis and logico-semantic relation in

Cited by 8 publications

References 6 publications

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

Metafunction Meaning Realization in Lexicogrammar of Sermon Texts on lLanguage and Cultural Monthr, Kupang Town: A Systemic Functional Linguistic Approach

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