言語情報学特論4A

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言語情報学特論4A
Special Topics in Linguistic Informatics 4A
Q120350001 2 1 前期授業 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

This seminar will focus on providing students with a background to functional grammar, with the aim of equipping them with tools to analyse and interpret English language texts and to be better able to produce academic texts in English.
Students will be introduced to Systemic Functional Grammar, which is a powerful tool for detailed textual analysis. Systemic Functional Grammar is concerned with how the structure of language has been shaped by the goals and needs of language users. By the end of the course students will have an understanding of key concepts which include the connection between grammar and meaning, the role of context, the social and constructed nature of discourse and the importance of linguistic choice in making meaning. In addition, students will have acquired some basic tools of a functional analysis that will enable them to produce a rigorous textual analysis.

教科書

その都度プリントを渡します。

参考書

Droga, L. & S. Humphrey (2002) A Workbook for Getting Started with Functional Grammar. Berry: Target Texts.
Bloor, T & Bloor, M. (1995). The Functional Analysis: of English: A Hallidayan Approach. London: Arnold.
Butt, D., Fahey, R., Feez, S., Spinks, S. & C. Yallop (2000/2012). Using functional grammar: an explorer's guide. 3rd Edition. Palgrave.
Downing, A. and Philip Locke (2002). A University Course in English Grammar (2nd edition). London: Routledge.
Eggins, S. (2004). An Introduction to Systemic Functional Linguistics, 2nd Edition. New York: Continuum.
Flowerdew, John (2013). Discourse in English Language Education. Abingdon: Routledge.
Gerot, L. & Wignell, P. (1994). Making sense of functional grammar. Sydney: AEE.
Halliday, M.A.K. (1985/94/2004/2014) Introduction to functional grammar. London: Edward Arnold.
Martin, J. R., Matthiessen, M.I.M., and Painter, C. (1997). Working with functional grammar. London: Arnold.
Thompson, G. (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 complete 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 the 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, using the SFL framework which will enable a better understanding of language phenomena.

Sessions in each unit will consist of readings from the text and whole-class discussions on assigned tasks from the readings.
Students will complete two text analyses and do an oral presentation of their text analysis in week 15.

授業の概要

The course introduces students to Systemic Functional Grammar which an up-to-date and powerful tool for describing, analysing and evaluating how the English language is used. This functional approach to grammar will enable students to understand the structures, features and discourses of written and spoken texts. It promotes an analysis of texts which is systematic and objective, and includes hands-on analysis of language-in-use which will enable students to engage with real-world data and issues.

授業計画

第1回 Unit 1.1 Introduction to functional grammar and the units of grammatical analysis. 準備学習等
第2回 Unit 1.2. The organization of grammar. Topics include the nature of grammatical units and the notion of constituency, the notion of rank, and labeling grammatical units in terms of class and function. 準備学習等
第3回 Unit 2.1. The grammar of experiential meaning: Transitivity - Clause as representation 準備学習等
第4回 Unit 2.2. Ideational meanings: Types of Processes 準備学習等
第5回 Unit 2.3. Ideational meanings: Nominal groups 準備学習等
第6回 Unit 3.1. Interpersonal meaning: Mood - Clause as exchange 準備学習等
第7回 Unit 3.2. Interpersonal meaning: Modality - Negotiating meaning 準備学習等
第8回 Unit 3.3. Interpersonal meaning: The Language of Evaluation - Appraisal 準備学習等
第9回 Unit 4.1. The grammar of textual meaning: Theme - Clause as message 準備学習等
第10回 Unit 4.2. Textual organisation of text: Thematic progression 準備学習等
第11回 Unit 4.3. Nominalization: Moving towards abstraction 準備学習等
第12回 Unit 5.1. Connecting Ideas: Cohesion 準備学習等
第13回 Unit 5.2. Connecting Ideas: Cohesion 準備学習等
第14回 Unit 6. The Genre - Grammar Connection 準備学習等
第15回 Text Analysis Assignment: Individual presentations 準備学習等

成績評価

In order to achieve a C grade or above, students will need to complete to a satisfactory standard two short tests, two text analysis assignments, as well as attend all weekly sessions and participate actively in discussions.
The tests are designed to help students revise and learn the concepts covered in the course through multiple choice or short answer questions. Student performance in the tests will be assessed according to how well they are able to
(a) explain the nature of functional grammar;
(b) describe the basic organizational principles of grammar; and
(c) analyze the functions of different constituents in a sentence.
The Text Analysis Assignments will demonstrate students' knowledge of SFL in the analysis of authentic texts.

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)。 」