Minicursos

ARQUIVOS PARA DOWNLOAD

Minicurso 1 - Geoff Thompson
BRASÍLIA TALK
APPRAISAL ATTITUDE
THEME

Minicurso 2 - Carlos Gouveia
Genres and language learning
Texto e gramática: uma introdução a linguística sistêmico-funcional
Gramática: produzir significados na escrita
Ensino e escrita: para além da gramática, com a gramática

MINICURSO 1  

Geoff Thompson

University of Liverpool

1.            APPRAISAL

In this workshop, we will first review the model as set out especially in Martin & White (2005), focusing particularly on the systems of attitude and engagement. We will explore modifications that have been proposed to the model of attitude (e.g. by Bednarek), in order to arrive at a categorisation that we can then apply.

The major part of the workshop will be taken up by analyses of how appraisal resources are deployed and exploited in a range of different genres. The main discussion will be based around texts in English, but you will be encouraged to consider the implications and applications to texts in Portuguese.

The aim of the analyses is not only to identify patterns of appraisal in different texts, but to relate these to the broader socio-cultural context in which the texts function communicatively. 

2.            THEME

In a second workshop, we will focus on the notion of Theme and Rheme as set out by Halliday. Again, we will move from a review of the categories to analyses of thematic patterns across texts, relating these to the broader socio-cultural context. We will raise the issue of how Theme may be identified in languages like Portuguese, which do not necessarily have an explicit Subject; and you will help me to compare thematic choices in pairs of source and translated texts (Portuguese and English).

Plenary presentation

Seeing double: complementarities of perspective on interpersonal grammatical metaphor 

The phenomenon of grammatical metaphor (GM) is viewed in Systemic Functional Linguistics as a pervasive feature of language. The identification of GM is based on the modelling of lexicogrammar and semantics as two strata, which opens the possibility of disjunction between the strata: that is, meanings may be realized by forms which congruently realize other meanings, resulting in a new meaning-form combination. This is a familiar idea in traditional views of lexical metaphor: e.g. in the well-known song, ‘It’s raining men’ realizes a meaning something like ‘there are lots of men’, but combines it with part of the literal meaning of ‘raining’ to produce a new way of talking about a superabundance of males. Michael Halliday’s basic insight was that essentially the same process can be seen as operating in grammatical structures.

Two broad categories of GM are recognized in SFL, based on the two main metafunctions: ideational (language as used for representation, the ‘content’) and interpersonal (language as used for interaction). The description of ideational GM, particularly nominalization, has been developed extensively in SFL both in terms of the system (e.g. Halliday & Matthiessen 1999) and in terms of the deployment of this resource in text (e.g. Simon-Vandenbergen et al. 2003). On the other hand, the treatment of interpersonal GM has been given relatively less emphasis. The area most fully explored has been modal assessment (e.g. Halliday & Matthiessen 2014: 689-698); and mood metaphor has more recently been brought into the picture (Halliday & Matthiessen 2014: 698-707). However, it seems useful to set out a comprehensive picture of metaphor which covers all major areas of interpersonal meaning, including appraisal (Martin & White 2005).

What I aim to do in this presentation is first to offer an overall picture of this domain of the lexico-grammar, highlighting the commonalities and differences across different areas within the domain. I will then go on to explore the ways in which this kind of metaphor impacts on the analysis not only of interpersonal meanings but also of experiential and textual meanings in texts across a range of registers. Clausal realizations of interpersonal meanings open up more or less the full set of experiential, interpersonal and textual choices in the projecting clause; and the analyst is then faced with decisions on how much emphasis to place on the wording and how much on the metaphorical function. My main claim will be that users of the language, however unconsciously, are able to exploit and respond to both the experientialized wording and the interpersonal meaning simultaneously. What is then fundamentally at stake for the analyst – as with ideational grammatical metaphor – is how to incorporate in the analysis the kind of complementarity of vision that is required in order to capture the full meaning-making that is going on.

References

Halliday, M. A. K. & Matthiessen, Christian M. I. M. 1999. Construing experience through meaning. London: Cassell

Halliday, M. A. K. & Matthiessen, Christian M. I. M. 2014. Halliday’s introduction to functional grammar (4th edition). London: Arnold.

Martin, J. R. & White, P. R. R. 2005. The language of evaluation: Appraisal in English. London: Palgrave.

Simon-Vandenbergen, Anne-Marie, Taverniers, Miriam & Ravelli, Louise. 2003. Grammatical metaphor: Views from Systemic Functional Linguistics. Amsterdam and Philadelphia: John Benjamins.

MINICURSO 2

LER E ESCREVER PARA APRENDER NAS DIFERENTES DISCIPLINAS: ENSINO DE LEITURA E ESCRITA DE BASE GENOLÓGICA

Carlos A. M. GOUVEIA (ILTEC/ FL-ULisboa)

carlos.gouveia@letras.ulisboa.pt

O curso liga os objetivos curriculares de ensino com as competências de que todos os alunos necessitam para a aprendizagem independente, em cada etapa da sua educação escolar, e contempla três níveis de apoio ao desenvolvimento das competências de literacia dos alunos, que podem ser integrados em momentos variados de um programa de ensino.

O primeiro nível de apoio prepara a turma para a leitura e compreensão de textos curriculares e depois usa essas leituras como modelos para atividades de escrita guiadas e independentes. Estas estratégias podem ser usadas como método de ensino para qualquer unidade letiva.

O segundo nível de apoio visa o aprofundamento da compreensão de textos escritos por parte dos estudantes de modo a que usem a informação e as estruturas linguísticas das leituras na sua própria escrita. Estas estratégias pormenorizadas capacitam todos os alunos a ler os textos curriculares mais difíceis com total compreensão e a escrever com sucesso, independentemente do nível de partida.

O terceiro nível fornece apoio intensivo para os alunos manipularem elementos linguísticos em frases selecionadas e praticarem a ortografia, a correspondência grafia-som e a escrita fluente. Estas estratégias intensivas podem ser usadas diariamente desde os anos iniciais do ensino fundamental até ao anos finais desse ciclo, e como apoio adicional quer no ensino fundamental quer no ensino médio.

Bibliografia:

Gouveia, C. A. M. (2009). Escrita e Ensino: Para além da gramática, com a gramática. DELTA, 25 (Número Especial): 716-720.

Gouveia, C. A. M. (2009). Texto e gramática: uma introdução à Linguística Sistémico-Funcional. Matraga, 16 (24): 13-47.

Gouveia, C. A. M. (2010). Gramática: produzir significados na escrita. In Brito, A. M. (Ed.), Gramática: História, Teorias, Aplicações (pp. 191-203). Porto: FLUP.

Gouveia, C. A. M. (2013). A escola como sistema de géneros: conhecimento, aprendizagem e transversalidade. In MATEUS, M. H. M. e L. Solla (Eds.), Ensino do Português como Língua Não Materna: Estratégias, Materiais e Formação (pp. 441-461). Lisboa, ILTEC/ Fundação Calouste Gulbenkian.

Martin, J. R. & Rose, D. (2003). Working with Discourse: meaning beyond the clause. London: Continuum.[22ª ed. revista 2007].

Martin, J. R. & Rose, D. (2008). Genre Relations: mapping culture. London: Equinox.

Martin, J. R. & Rose, D. 2005. Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C. M. I. M. Matthiessen & J. Webster (eds.) Continuing Discourse on Language (pp. 251-280). London: Equinox.

Rose, D. (2011). Reading to learn: accelerating learning and closing the gap. Teacher training books and DVD. Sydney: Reading to Learn. http: //www.readingtolearn.com.au

Rose, D. & Martin, J. R. (2010). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. London: Equinox. 

MINICURSO 3*

HOMING IN ON PATTERNING USING CORPUS METHODS 

Mike Scott

MINICURSO WORDSMITH TOOLS 6.0

The overall objective of the mini-course is to develop and strengthen fluency in the use of corpus tools for linguistic research. To achieve this, we will
1. view the basics of what the suite of tools offers and ensure all participants can carry out procedures generating straightforward word-lists, concordances and key-word analyses.
2. go into advanced features, including import/export of data, text and file format issues, mark-up, data filtering and highlighting, processing word clusters, collocational statistics.
3. provide space for participants to raise research issues and obtain consultancy during the mini-course.

* Os inscritos nos minicursos 1 e 2 podem fazer inscrição nesse minicurso sem pagamento de taxa, no entanto é preciso ser feita a inscrição para ele.