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Conjunctive markers of contrast in English and French : from syntax to lexis and discourse
Situated at the interface between corpus linguistics and Systemic Functional Linguistics, this volume focuses on conjunctive markers expressing contrast in English and French. The frequency and placement patterns of the markers are analysed using large corpora of texts from two written registers: newspaper editorials and research articles. The corpus study revisits the long-standing but largely unsubstantiated claim that French requires more explicit markers of cohesive conjunction than English and shows that the opposite is in fact the case. Novel insights into the placement preferences of English and French conjunctive markers are provided by a new approach to theme and rheme that attaches more importance to the rheme than previous studies. The study demonstrates the significant benefits of a combined corpus and Systemic Functional Linguistics approach to the cross-linguistic analysis of cohesion.
eBook
Key Terms in Systemic Functional Linguistics
The field of Systemic Functional Linguistics is a social semiotic approach to language pioneered by M. A. K. Halliday, which has assumed a central importance in linguistics in recent years, anchored by a growing body of work. This book details the key terms, the key thinkers and the key texts in this field in an approachable, easy to understand and accessible manner. It is authored by leading names in the field and is aimed at undergraduates and postgraduates studying linguistics and language studies.
eBook
Systemic Functional Grammar of Spanish
This book offers a systemic-functional account of Spanish, and analyses how Spanish grammatical forms compare and contrast with those of English.The authors analyse Spanish according to the three main 'metafunctions': ideational, interpersonal, and textual.The result is a comprehensive examination of Spanish grammar from the clause upwards.
eBook
From Theoretical Grammar to Grammatical Competence: An Empirical Study
In China, English teachers usually take a three-step approach to grammar teaching, namely, the presentation—practice—production principle (3P Principle). This method consists of both \"morphology\" and \"syntax.\" It adopts the traditional mode of grammar teaching, including knowledge presentation, grammar exercises, and grammatical competence production, which will inevitably lead to time consumption and low efficiency in grammar learning. This study is about cultivating English majors' grammatical competence through the theoretical mode of grammar teaching. The research results show that the theoretical mode of grammar teaching helps cultivate learners' grammatical competence.
Journal Article
