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Functional Grammatics: Re-conceptualizing Knowledge about Language and Image for School English [Mīkstie vāki]

, , , (Australian Catholic University, Australia)
  • Formāts: Paperback / softback, 288 pages, height x width: 234x156 mm, weight: 408 g, 35 Tables, black and white; 26 Line drawings, black and white; 25 Halftones, black and white; 51 Illustrations, black and white
  • Izdošanas datums: 02-Oct-2017
  • Izdevniecība: Routledge
  • ISBN-10: 1138948055
  • ISBN-13: 9781138948051
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Functional Grammatics: Re-conceptualizing Knowledge about Language and Image for School EnglishPalielināt
  • Formāts: Paperback / softback, 288 pages, height x width: 234x156 mm, weight: 408 g, 35 Tables, black and white; 26 Line drawings, black and white; 25 Halftones, black and white; 51 Illustrations, black and white
  • Izdošanas datums: 02-Oct-2017
  • Izdevniecība: Routledge
  • ISBN-10: 1138948055
  • ISBN-13: 9781138948051
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138948051.html
This book provides a re-conceptualization of grammar in a period of change in the communication landscape and widening disciplinary knowledge. Drawing on resources in systemic functional linguistics, the book envisions a functional grammatics relevant to disciplinary domains such as literary study, rhetoric and multimodality. It re-imagines the possibilities of grammar for school English through Hallidays notion of grammatics.

Functional Grammatics is founded on decades of research inspired by systemic functional linguistics, and includes studies of grammatical tools useful to teachers of English, research into visual and multimodal literacies and studies of the genregrammar connection. It aims to be useful to the interpretation and composition of texts in school English, portable in design across texts and contexts and beneficial for language development.

The book will be of interest to researchers and teacher educators, as well as undergraduate and postgraduate students and practicing teachers committed to evidence-based professional development.

Recenzijas

"Vibrant, practical, research informed - this book will have a home on the shelves of educational linguists and classroom teachers alike. It will be the go to resource for creative teachers who want to inspire and enthuse young learners about the rich versatility of language as a meaning-making resource."

- Debra Myhill, Professor of Education, University of Exeter, and Director of the Centre for Research in Writing

"A grammatics of the kind persued in his volume offers a great deal to teachers looking for a rewarding and productive model of English language for teahing purposes. I recommend it to everyone interested in teaching English well... Macken-Horarik, Love, Sandiford and Unsworth have made a valuable contribution to English education and to appliable linguistics."

- Frances Christie, Language, Context and Text

Preface ix
Acknowledgements xi
1 Negotiating the territory of English through functional grammatics
1(31)
The problem of grammar
1(3)
Re-imagining grammar through systemic functional grammatics
4(6)
Finding directions in the territory using four points on a theoretical compass
10(15)
Preview of chapters
25(1)
Notes
26(1)
References
27(5)
2 True North: investigating a grammatics for narrative
32(35)
Exploring the interface between grammatics and narrative
32(7)
Grammatics and genre
39(5)
Grammatics, meaning and metafunctions
44(6)
Applying an ideational lens to narrative
50(12)
Conclusion
62(1)
Notes
63(1)
References
64(3)
3 `The Wild West': understanding resources for meaning in narrative
67(34)
Moving into the sometimes forbidding territory of language and image
67(2)
Exploring interactive systems of choice in verbal texts
69(7)
Exploring interactive systems of choice in images
76(3)
Managing interaction in narrative composition
79(2)
Exploring stratification in language and image
81(5)
A step into more delicate regions of the interpersonal territory --- APPRAISAL
86(10)
Concluding remarks
96(2)
Notes
98(1)
References
98(3)
4 Moving South: teaching narrative in classrooms
101(40)
Introduction to the teachers and the teaching and learning cycle
101(3)
Three scenarios in teaching a grammatics for narrative
104(2)
Scenario 1 -- teaching narrative in a primary classroom
106(1)
Building the context for work on narrative
107(1)
Modelling features of narrative (setting and dialogue)
108(4)
Guided practice -- joint construction of a new narrative
112(2)
Independent composition of narratives
114(1)
Extension work -- other possibilities for work with functional grammatics
115(1)
Scenario 2 -- teaching narrative in a secondary classroom
115(1)
Reviewing and consolidating students' understandings of narrative viewpoint
116(2)
Building the context for work on narrative
118(1)
Modelling the text
119(4)
Guided practice
123(1)
Independent writing and reflection
124(1)
Scenario 3 -- multimodal narrative interpretation and text creation with Year 7
124(1)
Planning for teaching
125(3)
Building the context for work on multimodal narrative
128(1)
Modelling the text -- from teacher to small groups
129(6)
Guided practice -- applying the tools to composition of a multimodal narrative
135(1)
Independent composition of multimodal narratives
136(1)
Conclusion
136(2)
Notes
138(1)
References
138(3)
5 True North: investigating a grammatics for persuasion
141(35)
Exploring the interface of grammatics and persuasion
141(7)
Rhetoric and grammatics: the case of one young orator
148(7)
Rhetoric and logogenesis: the case of a political orator
155(9)
Grammatics and rhetoric in the broader civic domain
164(1)
Multimodal forms of persuasion
165(7)
Note
172(1)
References
172(4)
6 `The Wild West': understanding resources for meaning in persuasion
176(35)
Moving into the territory of persuasive resources in school English
176(6)
Written expositions in schooling: a developmental perspective
182(11)
Written analytical expositions in the secondary school
193(10)
Resources for expanding and contracting argumentative positions
203(2)
Expositions: a multimodal focus
205(2)
References
207(4)
7 Moving South: teaching persuasion in classrooms
211(31)
Scenarios in teaching a grammatics for argument
212(3)
Scenario 1 -- exposition in a primary (Year 5/6) classroom
215(11)
Scenario 2 -- multimodal composition in the primary classroom
226(4)
Composing a multimodal text
230(1)
Building shared understandings about images in advertisements
230(5)
Scenario 3 -- Mood and Modality in a secondary classroom
235(5)
Conclusion
240(1)
Notes
240(1)
References
240(2)
8 Tracking East: exploring narratives of many kinds (and modes)
242(30)
Introduction
242(1)
The challenge of diverse multimodal narratives
242(4)
The Great Bear
246(6)
The Tunnel
252(3)
The Lost Thing
255(4)
Transforming meanings
259(10)
Notes
269(1)
References
270(2)
9 Envoi
272(9)
The problems of grammar reprised
272(1)
What we did about the problems
273(4)
Negotiating the terrain in English -- potentials and problems of grammatics
277(2)
References
279(2)
Index 281
Mary Macken-Horarik is a Senior Research Fellow in the Learning Sciences Institute Australia (LSIA) at the Australian Catholic University, Australia.

Kristina Love is a Professor of Education at the Australian Catholic University, Australia.

Carmel Sandiford is a Lecturer in Language and Literacy Education at the Melbourne Graduate School of Education, The University of Melbourne, Australia.

Len Unsworth is Professor in English and Literacies Education at the Learning Sciences Institute Australia (LSIA) at the Australian Catholic University, Australia.