言語情報学特論4B

科目名
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言語情報学特論4B
Special Topics in Linguistic Informatics 4B
Q120360001 2 1 後期授業 専門科目 木2 研究室 徳永 アン

オフィスアワー

Thursday 4th Koma (by Appointment)

授業目標

We will apply a functional account of grammar, interpreting grammar as a resource for making meaning in context. We explore the multifunctional organization of this resource — grammar as a resource for construing our experience of the world around us and inside us (ideational meaning), grammar as a resource for enacting social roles and relations (interpersonal meaning), and grammar as a resource for constructing these two strands of meaning as a flow of text that is easy to process (textual meaning).
The aim is to enhance your ability in English by providing you with an understanding of the relationship between variation in language and variation in context. This knowledge will enable you to investigate links between linguistic features of texts, and the social and cultural structures, relations and processes they belong to.
This course will develop your skills:
* in grammatical description and interpretation your ability to analyse texts across a variety of genres
* in applying grammatical understanding in order to evaluate and improve the quality of spoken and written texts
* to analyse how language is used to enact our roles, relationships and attitudes, construe our experience of the world, and construct interpersonal and ideational meanings as a flow of text in context

教科書

Coffin, C., Donohue, J. and North, S.P. (2009) Exploring English Grammar: From formal to functional. London: Routledge (ISBN: 978-0-415-47816-8)

参考書

Butt, D., Fahey, R., Feez, S., Spinks, S. & C. Yallop (2000) Using Functional Grammar: An Explorer’s Guide (2nd edition). Sydney: Macquarie University, NCELTR (National Centre for English Language Teaching and Research).
Coffin, C., Lillis, T. and O'Halloran, K.A. (eds) (2009) Applied Linguistics Methods: A Reader. London: Routledge
Cook, G. and North, S.P. (eds) (2009) Applied Linguistics in Action: A Reader. London: Routledge
Downing, Angela and Philip Locke (2002) A University Course in English Grammar (2nd edition). London: Routledge.
Droga, L. & S. Humphrey (2002) A Workbook for Getting Started with Functional Grammar. Berry: Target Texts
Eggins, Suzanne (2004) An Introduction to Systemic Functional Linguistics (2nd edition). London: Continuum.
Flowerdew, John (2013) Discourse in English Language Education. Abingdon: Routledge
Halliday, M.A.K. (2014) Halliday’s Introduction to Functional Grammar (4th edition). London: Arnold.
Martin, J. R., Christian Matthiessen & Clare Painter (1997) Working with Functional Grammar. London: Arnold.
Thompson, Geoff (2004) Introducing Functional Grammar (2nd edition). London: Arnold.

授業時間外の学習(準備学習等について)

The strategies will include a focus on tasks designed to develop students’ practical competences in the analysis of the grammatical patterns in texts through individual and group work.

1. You are expected to have read and completed all assigned readings and tasks before class. Since you will be learning about a new field of study in this class, some of the materials and concepts may seem fairly complex. In such cases, you should read assigned readings multiple times.
2. Assignments will involve analyses of texts from different perspectives. However, the emphasis is not on a simple identification of patterns and labeling of text structures. The goal is to be able to write a descriptive account of the analysis, and to apply SFL tools to achieve a better understanding of language phenomena.

授業の概要

This course will enable you to better understand and analyse how English ‘works’ in a wide range of contexts,
including the media, fiction, academic writing and everyday conversation. It explores the ways in which language
is used by individuals and groups; how people use spoken and written English to communicate, to think, to
construct identities, to build attitudes and assumptions and how language reflects our thinking and values.
Learning about language helps us to understand ourselves, the groups with which we identify and the society in
which we live as well and the global community to which we belong.

The course focuses on both form and function in language and presents the Systemic Functional Linguistic
framework which links language forms with functions through taking account of contexts of language use. Students can expect to gain a useful foundation in systemic functional grammar and develop understandings that will enable them to develop the skills to analyse text in grammatical terms — to analyse experiential, interpersonal and textual
patterns in the clause and its constituent elements.

授業計画

第1回 Unit 1. (Weeks 1-3) From Communicative to Systemic Functional Grammar
Unit 1 of the course explores the relationship between context and lexicogrammar from the perspective of field, tenor and mode.
準備学習等 Chapter 6. Coffin et al. 2009
第4回 Unit 2. (Weeks 4-5) Text, Grammar and Social Purpose
Unit 2 looks at the relationship between context and lexicogrammar from the perspective of social purpose.
準備学習等 Chapter 7. Coffin et al. 2009
第6回 Unit 3. (Weeks 6-8) Grammar for representing experience
Unit 3 continues to explore grammatical choices and variation but focuses on how it reveals the writer's representation of the world.
準備学習等 Chapter 8. Coffin et al. 2009
第9回 Unit 4. (Weeks 9-11) Interacting and taking a position
Unit 4 looks at how we interact with others using language. This unit explores how the lexicogrammtical choices that language user's make realise meanings about their social status, social distance between participants, social identity and alignment with others.
準備学習等 Chapter 9. Coffin et al. 2009
第12回 Unit 5. (Weeks 12-13) Grammar for creating cohesive texts.
Unit 5 explores how language helps to organise meanings as coherent and cohesive text.
準備学習等 Chapter 10. Coffin et al. 2009
第14回 Unit 6. (Weeks 14-15) Introduces you to research studies on English through grammatical analysis. You will be taken through the stages of conducting and writing up a research project with examples from published research. A range of studies are analysed in depth to demonstrate different methods and applications. 準備学習等
第16回 Presentation of Research 準備学習等

The seminar is divided into six units:
Unit 1. (Weeks 1-3) From Communicative to Systemic Functional Grammar

Unit 2. (Weeks 4-5) Text, Grammar and Social Purpose

Unit 3. (Weeks 6-8) Grammar for representing experience

Unit 4. (Weeks 9-11) Interacting and taking a position

Unit 5. (Weeks 12-13) Grammar for creating cohesive texts

Unit 6. (Weeks 14-15) The stages of conducting and writing up a research project

成績評価

In order to achieve a C grade or above, students need to complete two assignments to a satisfactory level, as well as complete short tests, attend classes every week and participate in discussions and tasks.
The two analysis assignments of authentic texts will demonstrate students' knowledge of the SFL framework and their ability to analyze the functions of different constituents and describe the basic organizational principles of grammar, as well as assessing students’ ability to explain how grammatical systems contribute to communication and the relationship between grammar and meaning.

備考(実務経験の活用を含む)

「授業内容に関する知識の修得、拡大・深化のレベルを、日頃の学習姿勢、発表内容ならびにレポートなどから判断して、次の5段階で評価する。特段に優れたレベルである(A+)、優れたレベルである(A)、 ふつうのレベルである(B)、ふつうには及ばないレベルである(C)、この科目で求めるレベルに達していない(D)。 」