期刊动态 | Language, Context and Text 2022年第1期

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期刊动态 | SSCI期刊Translator主题征稿期刊动态 | 翻译学SSCI期刊Translation Studies2022年第1期目录

Language, Context and Text 

主编：

彭宣维 | Shenzhen University

Geoff Williams | Shenzhen University

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期刊简介

Language, Context and Text: The Social Semiotics Forum (LangCT) is an international, refereed journal with a focus on the use, critique and development of social semiotics as originally proposed by the British linguist M.A.K. Halliday. It is dedicated to new theoretical and empirical work in systemic functional linguistics (SFL) concerning any language. Additionally, there is a deep interest in studies of other modalities that use a social semiotic approach and are directly related to SFL. Social semiotic studies of inter-modal relations between language and other meaning systems are of particular interest, as are transdisciplinary studies in which language use plays a key role.

The journal encourages the presentation and critique of new theoretical proposals through careful scholarly analysis, testing of the implications of proposals and presentation of alternative viewpoints broadly within the SFL framework.

The journal publishes research across a broad range of fields and interests: such as, for example, all strata of language and contexts, academic and professional writing, business communication, computational modeling, healthcare communication, child language development, language and literacy learning, literary studies, second and other language learning, social class effects on language use in institutional settings, studies of ideologies, translation and interpretation, and workplace relations.

投稿网站：

https://www.editorialmanager.com/langct/default1.aspx

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《语言，语境与语篇》

2022年第1期目录

Lessons learnt applying a systemic functional model to teaching and learning in school contexts over the last thirty years

A personal account

Brian Dare | Lexis Education, Australia

John Polias | Lexis Education, Australia

摘要：In this paper we look back at our work over the last thirty years as education consultants in a range of educational contexts in which we sought to promote an explicit, language-based approach to teaching and learning. We trace our pathway from the earliest days of meeting systemic functional theory and its potential application in education to recent times where we now are able to offer a suite of professional development programmes designed to build the capacity of teachers and students to understand how language works to make meaning. We reflect on the many challenges of re-contextualising such an elaborate model of language in educational contexts: challenges that embrace the pedagogical, the political and the logistical among others. The intent is to highlight the affordances we have seen while working closely with teachers over the years in the hope that others will be inspired to continue the work.

The embodiment of language

Psychiatry, psychotherapy and linguistics

Anthony Korner | University of Sydney

摘要：In this paper an understanding of psychotherapeutic conversation is outlined emphasising whole-body functioning. The underpinning of conversation by both Central and Autonomic Nervous Systems (CNS & ANS) and evolutionary developments that support social engagement and language are considered. An idea will be taken up that for psychotherapy, language needs to be understood within each patient as more than meets the eye, rather than less, providing a potential for exchanges in the therapeutic conversation that enhance the growth of self for each individual. The notion of culminative patterns of communicative interaction speaks to this growth and the enhancement of a sense of meaning in personal contexts. This goes beyond an analytic approach, implying synthesis, integration and growing coherence over time. Human development is towards social engagement, building upon a capacity for relations that are rewarding to the parties involved (Meares 2016). The problem of responding to embodied communication in psychotherapy is considered in relation to moments of meeting, seen as mutative in therapy. Each person is an embodied text with potential for elaboration, re-shaping and discovery. Clinical illustrations are provided, demonstrating a linguistic model of therapeutic growth and an experimental method that provides a window onto the exchange characteristics of language. To close, the problem of systematising embodiment and its relation to the conversation is considered, along with the implications for therapy and future research, integrating linguistics and interactive functional measures of the body.

Some linguistic features of the physical sciences research article before, during and after the First World War

David Banks | Université de Bretagne Occidentale

摘要：Previous studies suggest that in times of great turbulence scientific writing becomes more conservative. In order to see whether this is true of the period of the First World War, a sample of research articles in the field of the physical sciences for the years 1900, 1910, 1920 and 1930 was studied. Features relating to process types, passives, first person pronouns, themes and nominalisation were considered. This showed that while there was little evidence for the initial conjecture, it was frequently the case that the direction of change altered during the period 1910 to 1920. This change was often maintained in the following decade. Thus, there are significant changes occurring in the period 1910 to 1920 which warrant further study.

Construing FL writers’ meaning-making choices in a historical recount genre in Spanish

A functional approach to developing academic literacy

Elena Sheldon | University of Technology Sydney

摘要：This study reports on a four-semester teaching programme for foreign language (FL) intermediate writing abilities in Spanish to be implemented in educational practice. The study conducts qualitative analysis, drawing on systemic functional linguistics (SFL), of developmental changes in twenty undergraduate, Spanish Level 4 students, based on their performance of, and comments on, pre- and post-instructional written tasks, focusing on meaning-making choices in the construction of a historical recount genre over one semester of instruction at an Australian university. Responding to the need for research on academic writing in FL, the paper shows that SFL facilitates students’ understanding of writing development in an FL as they explore textual, ideational and interpersonal meanings in conjunction with required lexicogrammatical choices to fulfil the rhetorical demands of this genre.

Systemic functional linguistics as a resource for teacher education and writing development

Emerging properties and applications

Christian M. I. M. Matthiessen | Hunan University 

Moslem Yousefi | Bu-Ali Sina University

摘要：This article provides an illustrative and necessarily selective review of systemic functional linguistic (SFL) scholarship since the 1960s, examining two major strands of application within the institution of education: teacher education and writing development. We explore properties of SFL that have been significant in this institutional setting, asking: “What are the properties of SFL being applied in research in teacher education and writing development?” Five foundational properties emerged from the review (i.e. language as meaning-making resource, the cline of instantiation, ontogenesis or the process of learning how to mean, the hierarchy of stratification and the spectrum of different metafunctional modes of meaning). From this basis, we explicate how SFL-based pedagogies promote language learning and literacy practices in these educational domains. The article ends by suggesting how further explorations can be undertaken to enhance understanding of the potential of this social semiotic approach and its applied contributions to solving real-world problems.

Margaret Berry

Text analyst, academic, teacher and friend

Gail Forey | University of Bath 

BOOK REVIEWS

Kazuhiro Teruya, Canzhong Wu & Diana Slade (eds.). 2021. Systemic functional linguistics, Part 1, volume 1 in the collected works of C. M. I. M. Matthiessen

Reviewed by Derek Irwin | pp. 158–167

Marilyn Martin-Jones & Deirdre Martin (eds.). 2017. Researching multilingualism: Critical and ethnographic perspectives & Monica Heller, Sari Pietikäinen & Joan Pujolar. 2018. Critical sociolinguistic research methods: Studying language issues that matter

Reviewed by Ruth Harman | pp. 168–181

Urszula Clark. 2019. Developing language and literacy in English across the secondary school curriculum: An inclusive approach, Meg Gebhard Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform, Ruth Harman (ed.). 2018. Bilingual learners and social equity: Critical approaches to systemic functional linguistics & Akira Tajino (ed.) A new approach to English pedagogical grammar: The order of meanings

Reviewed by Anne McCabe | pp. 182–196

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