Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/5722
Title: | Knowledge through 'know how': Systemic functional grammatics and the symbolic reading |
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Contributor(s): | Macken-Horarik, Mary (author) |
Publication Date: | 2006 |
Handle Link: | https://hdl.handle.net/1959.11/5722 |
Abstract: | This article investigates the potential of systemic functional linguistics (SFL) for exploring students' achievements in writing, thus moving beyond "deficit models" of grammar in school English. It considers the semantic features of successful interpretations of examination narratives, using what I call the "symbolic reading". Halliday has suggested that we need to distinguish between grammar and grammatics, with the grammatics viewed as independent from but sensitive to language in use. In this article, I apply his notion of grammatics to analyze the linguistic basis of students' interpretive achievements. The article investigates three aspects of A-range interpretations of different narratives. These symbolic readings indicate a preference for relational transitivity of a synoptic kind, an ability to reformulate story significance through elaboration and rhetorical "spans" between material semiosis (in 'Theme') and abstract significance (in 'New'). The analysis brings to light what often appears entirely intuitive on the part of successful English students but is nevertheless crucial to their success in examination English. The final section of the article considers some implications of the grammatics for teachers who want to prepare their students to read unfamiliar narratives symbolically. |
Publication Type: | Journal Article |
Source of Publication: | English Teaching: Practice and Critique, 5(1), p. 102-121 |
Publisher: | University of Waikato |
Place of Publication: | New Zealand |
ISSN: | 1175-8708 |
Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) |
Socio-Economic Objective (SEO) 2008: | 930302 Syllabus and Curriculum Development 930202 Teacher and Instructor Development |
Peer Reviewed: | Yes |
HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
Publisher/associated links: | http://education.waikato.ac.nz/research/files/etpc/2006v5n1art6.pdf |
Appears in Collections: | Journal Article School of Education |
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