Systemic Functional Linguistics (SFL)教學(xué)講義課件

Systemic-Functional-Linguistics-(SFL)Systemic-Functional-LinguisticCourseDescriptionCoursebooks：Thompson’sIntroducingFunctionalGrammar

（1996,2004）Martin&White’sTheLanguageofEvaluation:AppraisalinEnglish(2005,2008)References：Halliday’sAnIntroductiontoFunctionalGrammar(SecondEdition,1994)Halliday&Matthiessen’sAnIntroductiontoFunctionalGrammar(ThirdEdition,2004)RecommendedpapersbyChineseresearchers/Systemics/Appraisal/CourseDescriptionCoursebooks2課程要求課程要求：《功能語(yǔ)言學(xué)》課的安排：圍繞Thompson的IntroducingFunctionalGrammr（IFG）部分章節(jié)和Martin&White的TheLanguageofEvaluation(AppraisalTheory)部分章節(jié)進(jìn)行。計(jì)分方法：1、LiteratureReview(國(guó)內(nèi)外相關(guān)研究述評(píng))（20%）：500字以內(nèi)。2、TermPaper(期末論文)（70%）：運(yùn)用所學(xué)理論分析一個(gè)商務(wù)或法律語(yǔ)篇（5，000字以內(nèi)）。課程要求課程要求：3SystemicFunctionalLinguistics(SFL)教學(xué)講義課件4SystemicFunctionalLinguistics(SFL)教學(xué)講義課件5SystemicFunctionalLinguistics(SFL)教學(xué)講義課件6Halliday’sownstatementsTheaimhasbeentoconstructagrammarforpurposesoftextanalysis:onethatwouldmakeitpossibletosaysensibleandusefulthingsaboutanytext,spokenorwritten,inmodernEnglish.Inanypieceofdiscourseanalysis,therearealwaystwopossiblelevelsofachievementtoaimat.Oneisthecontributiontotheunderstandingofthetext:thelinguisticanalysisenablesonetoshowhow,andwhy,thetextmeanswhatitdoes.Thehigherlevelofachievementisacontributiontotheevaluationofthetext:thelinguisticanalysismayenableonetosaywhythetextis,orisnot,aneffectivetextforitsownpurposes,…(Halliday,1994:F41)Halliday’sownstatementsThea71.1AHistoricalViewofsystemicfunctionallinguisticsTheBackgroundofsystemicfunctionallinguisticsThepioneerofSFLisM.A.K.Halliday,buthistheorywasnotentirelycreatedbyhimself,butwasdevelopedastheresultofinheritanceandborrowingofpredecessors’achievements.PredecessorsWangLiandLuoChangpei:thefunctionalbasisoflanguageFirthandMalinowski:contextandsemanticsoftheLondonSchool.Hjelmslev:Glossematics(語(yǔ)符學(xué)):systemandstructureLambandPike:stratificationalgrammarandtagmemics：functionandstrata.1.1AHistoricalViewofsyste81.1AHistoricalViewofsystemicfunctionallinguisticsResearchersofSystemicFunctionalLinguisticsApartfromHalliday,thereisalargenumberoffollowersandcooperators.Researchers

M.Gregory:Contextandcontextualtheory;deepsyntaxHuddleston:GrammaticalizationanddeepsyntaxHudson:DependencygrammaranddeepgrammarR.Hasan:CohesionanddiscourseanalysisR.

Fawcett:Functionalsyntax;cognitivefunctionalgrammarJ.Martin:GenreanddiscoursesemanticsC.Matthiessen:functionalgrammar,computationallinguisticsM.Cummings:functionalstylistics,cohesionandcoherenceF.Christie:languageteachingandlanguageeducationJ.MartinandP.White:Appraisaltheory;andlanguageofEvaluation1.1AHistoricalViewofsyste91.1AHistoricalViewofsystemicfunctionallinguisticsLinguisticanglesoffunctionalgrammar1．Semioticperspective2．Commonfeaturesandvariations3．Linguisticbehaviour4．Functionaltheory:threetypes:ideational,interpersonalandtextual5．Strataltheory6．Contexttheory:threevariablesofthecontextofsituation:field,tenorandmode7．Proximityandprobability1.1AHistoricalViewofsyste101.2AFunctionalSemanticApproachtoLanguageItisconcernedwithhowpeopleuselanguage;Andhowlanguageisstructuredforuse.Byrelatingstructuretoitsuse,languagehasseveraldifferentfunctions:Ideational:Interpersonal:Textual:Theyformthemeaningpotentialoflanguageasasetofchoices,orasaresource.1.2AFunctionalSemanticAppr111.3Howdopeopleuselanguage?Peopleuselanguagebysayingthingsforapurpose.WhattheysayiswhatSFlinguistsstudy.Whattheysayisthetextstheyproduce.Werelyonauthenticdataforevidence,notintuition.Example:

Text1.1;Text1.2;Text1.3Purpose:toeducatetheparentsToachievethatpurpose,weneedatext,notjustasentence.Alsoweneedtoplanasetofmovesorproceduresforthetext.Asetofmovesorproceduresaremanifestedasthestructureofthetext.1.3Howdopeopleuselanguage12SystemicFunctionalLinguistics(SFL)教學(xué)講義課件13SystemicFunctionalLinguistics(SFL)教學(xué)講義課件14SystemicFunctionalLinguistics(SFL)教學(xué)講義課件15SystemicFunctionalLinguistics(SFL)教學(xué)講義課件161.3Howdopeopleuselanguage?TEXT1.1givesinformationinachattymanner,butstilliswrittenlanguage.TEXT1.2

givesscientificinformationasanexpert,andiswrittenlanguage.TEXT1.3casualconversation,dialogueandoral.Thisisrealizedbygrammaticalstructuresandvocabulary.Thenwhatdeterminesthechoiceofthedifferenttypesoflanguage?Context.1.3Howdopeopleuselanguage171.4LanguageandContextContextandtextarecloselyrelated.Wecanpredictthetextfromcontext,andpredictthecontextfromthetext.Halliday’sexample:Ifyoucomeacrossonceuponatime,thenyouknowimmediatelythatyouarebeingtoldatraditionalstory,probablyachildren'sstory.Thereisnoothercontextinwhichthatexpressionisused.Youcanthereforepredictquitealotnotonlyaboutwhatisgoingtofollow,butalsoaboutthesituationinwhichthatisactuallybeingused;typi-cally,letussay,someonereadingoutastorytoasmallchild.Ifyouseethisistocertifythat(youonlyseethatinwriting,youneverhearit),italwaysmeansthatsomeimpersonalletterisbeingstarted,usuallyaletterthatisgoingtocertifythatsomeindividualholdscertainqualificationsorhasperformedcertainactions.1.4LanguageandContextContex18Ifyouhearfourhearts,itisprobablynotsomethingtakenfromateenageromancenovel,butabidinagameofbridge:itcanonlyoccuratcertainpointsinacertaincardgame.Ifyouhearonyourmarks,thenyouknowthatitisasportsoccasionataschool,probablyaprimaryschool,andthataraceisabouttobegin;theteacherstartingtheraceissayingonyourmarks,getset,go.(各就各位，預(yù)備，跑。）Ifyouhear30please,itcouldbeinashop,butitismorelikelytobeonsomeformofpublictransportwherethecostoftheticketis30c;themeaningis'Iwantone30cticket,please'.Ifyouhearfourhearts,itis191.4LanguageandContextOntheotherhand,withoutthecontext,sometimes,itisdifficulttoknowthemeaningofthetext:1.4LanguageandContextOnthe201.4LanguageandContextSincetherelationbetweentextandcontextisestablished,thenthenextquestionis:Whatdimensionsofcontexthaveanimpactontheuseoflanguage,andwhatdimensionsofthetextareaffectedbytheparticulardimensionsofthecontext?Weneedtostudycontextindetail.ThreeLevels:register,genre,ideologyRegister:(followingMartin’stheory):field,tenorandmode:referringtothesituationalcontextGenre(theculturalcontext):thestagesandstructuresofthetexts.Ideology(thevalueswehold,thebiasesandperspectivesweadopt.)thedominantculturalbeliefsandideas.1.4LanguageandContextSince211.5Howislanguagestructuredforuse?Languageisstructuredaccordingtothemeaningsitrealizes.ItrealizethreedifferentkindsofmeaningsIdeational:representingexperiencesInterpersonal:expressingrolerelationshipsTextual:relatingtexttocontextandsituation;organizingthetext.1.5Howislanguagestructured22SystemnetworkSystemnetwork23社會(huì)科學(xué)研究法簡(jiǎn)介研究的目的和價(jià)值在發(fā)掘知識(shí)並解決問(wèn)題，解決前人未曾解決的問(wèn)題。什麼是研究(research)？它是事實(shí)的說(shuō)明，清楚說(shuō)明前人未曾說(shuō)明清楚的事實(shí)。我們?yōu)槭颤N要從事研究？旨在訛誤的辨正，改正前人的訛誤。研究的結(jié)果是如何？是在建立理論(研究方法、思想系統(tǒng)等)、建構(gòu)新的研究方法或理論。*1.2社會(huì)科學(xué)研究法簡(jiǎn)介研究的目的和價(jià)值在發(fā)掘知識(shí)並解決問(wèn)題，解決研究的結(jié)果是用來(lái)說(shuō)明、解釋或預(yù)測(cè)我們所生存和生活的世界及其現(xiàn)象。一般研究過(guò)程係經(jīng)由發(fā)展假設(shè)、蒐集實(shí)際資料而給予驗(yàn)證，企圖以一組客觀的現(xiàn)象(變數(shù))去說(shuō)明另一組客觀的現(xiàn)象，建立其間的一般性命題(proposition)，最後發(fā)展出一個(gè)較完整的理論系統(tǒng)。*1.3研究的結(jié)果是用來(lái)說(shuō)明、解釋或預(yù)測(cè)我們所生存和生活的世界及其現(xiàn)就方法論(methodology)而言，人們從事的研究，不外乎異中求同、及同中求異，前者是在大量資料中發(fā)現(xiàn)其間的共同性(nomothetic)，而後者則是發(fā)現(xiàn)其間的異質(zhì)性(idiographic)。研究是一門「問(wèn)題」的學(xué)術(shù)，旨在發(fā)現(xiàn)(非「創(chuàng)造」)有用的知識(shí)。1.4就方法論(methodology)而言，人們從事的研究，不外研究思考的過(guò)程1.歸納法(induction)歸納法是由資料中找出一般性的法則。先由觀察收集資料及記錄若干個(gè)事例，探求其間之共同特徵或特徵之間的關(guān)係，進(jìn)而將研究結(jié)果推廣至其它未經(jīng)觀察之類似事例，而且獲得一項(xiàng)「通規(guī)性」的陳述(強(qiáng)調(diào)「?jìng)€(gè)別通則」)推論程序：理論假設(shè)接受或駁斥假設(shè)*1.18研究思考的過(guò)程1.歸納法(induction)1.18研究思考的過(guò)程2.演繹法(deduction)演繹法是由已知事實(shí)或理論來(lái)推導(dǎo)出新的理論或個(gè)案。從一項(xiàng)通則的陳述出發(fā)，再根據(jù)邏輯推論之法則，來(lái)獲得一項(xiàng)個(gè)別性的陳述(強(qiáng)調(diào)「通則個(gè)別」)推論程序：觀察尋找模式達(dá)成結(jié)論結(jié)論解釋事實(shí)事實(shí)支持結(jié)論。*1.19研究思考的過(guò)程2.演繹法(deduction)1.19演繹法及歸納法之比較事實(shí)

不重視重視重視假設(shè)不重視重視重視推論過(guò)程重視沒有文獻(xiàn)+統(tǒng)計(jì)*

演繹法

歸納法

科學(xué)方法1.20演繹法及歸納法之比較事實(shí)不重視研究方法的差異性比較1.21研究方法的差異性比較1.211.22各研究法適用場(chǎng)合1.22各研究法適用場(chǎng)合1.23各研究法之適用性考量(1)研究問(wèn)題的本質(zhì)不同性質(zhì)的問(wèn)題往往需要不同的研究方法。(2)相關(guān)研究資料的可取得性歸納法就需充裕的原始資料，而演繹法則需足夠的事實(shí)前題或理論(3)研究程序的嚴(yán)謹(jǐn)性要求(4)研究結(jié)果的效度不同研究法有其不同的內(nèi)部、外部效度1.23各研究法之適用性考量(1)研究問(wèn)題的本質(zhì)1.28(二)調(diào)查研究法的適用性調(diào)查研究法又稱直接實(shí)地(field)調(diào)查法，是透過(guò)嚴(yán)格的抽樣設(shè)計(jì)來(lái)尋找事實(shí)，以探討社會(huì)現(xiàn)象諸多變數(shù)之間的關(guān)係，此種研究法適用於大大小小的各種群體，透過(guò)群體來(lái)選取樣本進(jìn)行調(diào)查，以發(fā)現(xiàn)社會(huì)的與心理的諸多變數(shù)彼此影響的情形、分配狀況及相互關(guān)係，因此又可稱「樣本調(diào)查法」1.28(二)調(diào)查研究法的適用性調(diào)查研究法又稱直接實(shí)地(fi1.29調(diào)查研究法的特性1調(diào)查研究含有決定論的意義：研究者探討社會(huì)現(xiàn)象所提出理由，以及資料的來(lái)源、特性及相關(guān)，都要擬定一個(gè)可驗(yàn)證的研究假設(shè)，用統(tǒng)計(jì)來(lái)檢定其結(jié)果的「真?zhèn)巍埂?調(diào)查研究具有追求普遍性的事實(shí)3調(diào)查研究法是屬定量的分析4調(diào)查研究法是化繁為簡(jiǎn)的5調(diào)查研究法是可驗(yàn)證的。*1.29調(diào)查研究法的特性1調(diào)查研究含有決定論的意義：研究者探1.34(二)調(diào)查研究法的限制性1資料的品質(zhì)受制於受訪者的合作意願(yuàn)與能力程度。通常受訪者除了會(huì)拒絕接受訪談或?qū)︵]寄問(wèn)卷置之不理，也可能因?yàn)閭€(gè)人的理由排斥訪談、或認(rèn)為訪問(wèn)主題過(guò)於敏感。即使受訪者能回答問(wèn)卷，但亦有可能他們本身沒有具備我們要探尋的知識(shí)、或是對(duì)於研究主題沒有自己的主見。2調(diào)查者很難區(qū)別受訪者答案的正確性與可靠性。*1.34(二)調(diào)查研究法的限制性1資料的品質(zhì)受制於受訪者的合1.37好品質(zhì)論文的的準(zhǔn)則(1)研究目的及問(wèn)題陳述：應(yīng)作明確的定義並儘可能描述清楚，研究範(fàn)圍、研究架構(gòu)、及研究限制亦應(yīng)詳細(xì)說(shuō)明。(2)採(cǎi)用的研究程序亦應(yīng)描述清楚。(3)研究程序應(yīng)該小心規(guī)劃，期以能夠達(dá)到預(yù)定目標(biāo)。(4)研究者應(yīng)坦白地報(bào)告其研究設(shè)計(jì)的缺點(diǎn)，並以研究限制」來(lái)敘述。(5)資料分析結(jié)果應(yīng)有充分討論，並說(shuō)明其意義(6)結(jié)論應(yīng)以調(diào)查資料為基礎(chǔ)，有發(fā)現(xiàn)多少証據(jù)就說(shuō)多少話。*1.37好品質(zhì)論文的的準(zhǔn)則(1)研究目的及問(wèn)題陳述：應(yīng)作明確1.54論文評(píng)述十項(xiàng)「準(zhǔn)則」論文批判(評(píng)論)是要有一套明示的法則及程序的系統(tǒng)，論文審查者再依據(jù)此系統(tǒng)進(jìn)行評(píng)論、評(píng)估作者所宣稱的”知識(shí)”。易言之，論文論述者(論文審查、研究所考試)是不應(yīng)根據(jù)個(gè)人”感覺”來(lái)評(píng)論，而是應(yīng)就文章的結(jié)構(gòu)及程序來(lái)評(píng)論。1研究設(shè)計(jì)：適當(dāng)?shù)难芯糠椒?、取樣適切與否、統(tǒng)計(jì)方法、衡量變數(shù)的操作型定義(內(nèi)容效度、建構(gòu)效度、信度)、研究設(shè)計(jì)之內(nèi)外部效度。*1.54論文評(píng)述十項(xiàng)「準(zhǔn)則」論文批判(評(píng)論)是要有一套明示的1.51論文評(píng)述十項(xiàng)「準(zhǔn)則」(續(xù))2專業(yè)寫作技巧：文章簡(jiǎn)潔扼要、有力3題目選擇(重要性、跨領(lǐng)域整合…)，題目選擇及資料分析技巧儘量是讀者(產(chǎn)界、學(xué)界)所關(guān)心的。4對(duì)理論建構(gòu)或?qū)嶋H應(yīng)用有貢獻(xiàn)性(問(wèn)題解決)。5遵循研究倫理：是否不人道實(shí)驗(yàn)、受訪者資料的保密、欺騙受訪者…。*1.51論文評(píng)述十項(xiàng)「準(zhǔn)則」(續(xù))2專業(yè)寫作技巧：文章簡(jiǎn)潔扼1.58論文評(píng)述十項(xiàng)「準(zhǔn)則」(續(xù))6能提供後來(lái)學(xué)者作知識(shí)累積，即研究能重複作，理論(模式)不斷的精緻化。7對(duì)於本研究限制、能力不足之處，對(duì)後續(xù)研究做方向性建議。8文獻(xiàn)探討要相關(guān)性、完整性、重要性、嚴(yán)謹(jǐn)性…。9邏輯推演要清楚嚴(yán)謹(jǐn)，並與文獻(xiàn)、研究方法、及分析結(jié)果相呼應(yīng)。10慎選統(tǒng)計(jì)分析或數(shù)學(xué)模式，統(tǒng)計(jì)結(jié)果之顯著性的解釋。1.58論文評(píng)述十項(xiàng)「準(zhǔn)則」(續(xù))6能提供後來(lái)學(xué)者作知識(shí)累積Systemic-Functional-Linguistics-(SFL)Systemic-Functional-LinguisticCourseDescriptionCoursebooks：Thompson’sIntroducingFunctionalGrammar

（1996,2004）Martin&White’sTheLanguageofEvaluation:AppraisalinEnglish(2005,2008)References：Halliday’sAnIntroductiontoFunctionalGrammar(SecondEdition,1994)Halliday&Matthiessen’sAnIntroductiontoFunctionalGrammar(ThirdEdition,2004)RecommendedpapersbyChineseresearchers/Systemics/Appraisal/CourseDescriptionCoursebooks41課程要求課程要求：《功能語(yǔ)言學(xué)》課的安排：圍繞Thompson的IntroducingFunctionalGrammr（IFG）部分章節(jié)和Martin&White的TheLanguageofEvaluation(AppraisalTheory)部分章節(jié)進(jìn)行。計(jì)分方法：1、LiteratureReview(國(guó)內(nèi)外相關(guān)研究述評(píng))（20%）：500字以內(nèi)。2、TermPaper(期末論文)（70%）：運(yùn)用所學(xué)理論分析一個(gè)商務(wù)或法律語(yǔ)篇（5，000字以內(nèi)）。課程要求課程要求：42SystemicFunctionalLinguistics(SFL)教學(xué)講義課件43SystemicFunctionalLinguistics(SFL)教學(xué)講義課件44SystemicFunctionalLinguistics(SFL)教學(xué)講義課件45Halliday’sownstatementsTheaimhasbeentoconstructagrammarforpurposesoftextanalysis:onethatwouldmakeitpossibletosaysensibleandusefulthingsaboutanytext,spokenorwritten,inmodernEnglish.Inanypieceofdiscourseanalysis,therearealwaystwopossiblelevelsofachievementtoaimat.Oneisthecontributiontotheunderstandingofthetext:thelinguisticanalysisenablesonetoshowhow,andwhy,thetextmeanswhatitdoes.Thehigherlevelofachievementisacontributiontotheevaluationofthetext:thelinguisticanalysismayenableonetosaywhythetextis,orisnot,aneffectivetextforitsownpurposes,…(Halliday,1994:F41)Halliday’sownstatementsThea461.1AHistoricalViewofsystemicfunctionallinguisticsTheBackgroundofsystemicfunctionallinguisticsThepioneerofSFLisM.A.K.Halliday,buthistheorywasnotentirelycreatedbyhimself,butwasdevelopedastheresultofinheritanceandborrowingofpredecessors’achievements.PredecessorsWangLiandLuoChangpei:thefunctionalbasisoflanguageFirthandMalinowski:contextandsemanticsoftheLondonSchool.Hjelmslev:Glossematics(語(yǔ)符學(xué)):systemandstructureLambandPike:stratificationalgrammarandtagmemics：functionandstrata.1.1AHistoricalViewofsyste471.1AHistoricalViewofsystemicfunctionallinguisticsResearchersofSystemicFunctionalLinguisticsApartfromHalliday,thereisalargenumberoffollowersandcooperators.Researchers

M.Gregory:Contextandcontextualtheory;deepsyntaxHuddleston:GrammaticalizationanddeepsyntaxHudson:DependencygrammaranddeepgrammarR.Hasan:CohesionanddiscourseanalysisR.

Fawcett:Functionalsyntax;cognitivefunctionalgrammarJ.Martin:GenreanddiscoursesemanticsC.Matthiessen:functionalgrammar,computationallinguisticsM.Cummings:functionalstylistics,cohesionandcoherenceF.Christie:languageteachingandlanguageeducationJ.MartinandP.White:Appraisaltheory;andlanguageofEvaluation1.1AHistoricalViewofsyste481.1AHistoricalViewofsystemicfunctionallinguisticsLinguisticanglesoffunctionalgrammar1．Semioticperspective2．Commonfeaturesandvariations3．Linguisticbehaviour4．Functionaltheory:threetypes:ideational,interpersonalandtextual5．Strataltheory6．Contexttheory:threevariablesofthecontextofsituation:field,tenorandmode7．Proximityandprobability1.1AHistoricalViewofsyste491.2AFunctionalSemanticApproachtoLanguageItisconcernedwithhowpeopleuselanguage;Andhowlanguageisstructuredforuse.Byrelatingstructuretoitsuse,languagehasseveraldifferentfunctions:Ideational:Interpersonal:Textual:Theyformthemeaningpotentialoflanguageasasetofchoices,orasaresource.1.2AFunctionalSemanticAppr501.3Howdopeopleuselanguage?Peopleuselanguagebysayingthingsforapurpose.WhattheysayiswhatSFlinguistsstudy.Whattheysayisthetextstheyproduce.Werelyonauthenticdataforevidence,notintuition.Example:

Text1.1;Text1.2;Text1.3Purpose:toeducatetheparentsToachievethatpurpose,weneedatext,notjustasentence.Alsoweneedtoplanasetofmovesorproceduresforthetext.Asetofmovesorproceduresaremanifestedasthestructureofthetext.1.3Howdopeopleuselanguage51SystemicFunctionalLinguistics(SFL)教學(xué)講義課件52SystemicFunctionalLinguistics(SFL)教學(xué)講義課件53SystemicFunctionalLinguistics(SFL)教學(xué)講義課件54SystemicFunctionalLinguistics(SFL)教學(xué)講義課件551.3Howdopeopleuselanguage?TEXT1.1givesinformationinachattymanner,butstilliswrittenlanguage.TEXT1.2

givesscientificinformationasanexpert,andiswrittenlanguage.TEXT1.3casualconversation,dialogueandoral.Thisisrealizedbygrammaticalstructuresandvocabulary.Thenwhatdeterminesthechoiceofthedifferenttypesoflanguage?Context.1.3Howdopeopleuselanguage561.4LanguageandContextContextandtextarecloselyrelated.Wecanpredictthetextfromcontext,andpredictthecontextfromthetext.Halliday’sexample:Ifyoucomeacrossonceuponatime,thenyouknowimmediatelythatyouarebeingtoldatraditionalstory,probablyachildren'sstory.Thereisnoothercontextinwhichthatexpressionisused.Youcanthereforepredictquitealotnotonlyaboutwhatisgoingtofollow,butalsoaboutthesituationinwhichthatisactuallybeingused;typi-cally,letussay,someonereadingoutastorytoasmallchild.Ifyouseethisistocertifythat(youonlyseethatinwriting,youneverhearit),italwaysmeansthatsomeimpersonalletterisbeingstarted,usuallyaletterthatisgoingtocertifythatsomeindividualholdscertainqualificationsorhasperformedcertainactions.1.4LanguageandContextContex57Ifyouhearfourhearts,itisprobablynotsomethingtakenfromateenageromancenovel,butabidinagameofbridge:itcanonlyoccuratcertainpointsinacertaincardgame.Ifyouhearonyourmarks,thenyouknowthatitisasportsoccasionataschool,probablyaprimaryschool,andthataraceisabouttobegin;theteacherstartingtheraceissayingonyourmarks,getset,go.(各就各位，預(yù)備，跑。）Ifyouhear30please,itcouldbeinashop,butitismorelikelytobeonsomeformofpublictransportwherethecostoftheticketis30c;themeaningis'Iwantone30cticket,please'.Ifyouhearfourhearts,itis581.4LanguageandContextOntheotherhand,withoutthecontext,sometimes,itisdifficulttoknowthemeaningofthetext:1.4LanguageandContextOnthe591.4LanguageandContextSincetherelationbetweentextandcontextisestablished,thenthenextquestionis:Whatdimensionsofcontexthaveanimpactontheuseoflanguage,andwhatdimensionsofthetextareaffectedbytheparticulardimensionsofthecontext?Weneedtostudycontextindetail.ThreeLevels:register,genre,ideologyRegister:(followingMartin’stheory):field,tenorandmode:referringtothesituationalcontextGenre(theculturalcontext):thestagesandstructuresofthetexts.Ideology(thevalueswehold,thebiasesandperspectivesweadopt.)thedominantculturalbeliefsandideas.1.4LanguageandContextSince601.5Howislanguagestructuredforuse?Languageisstructuredaccordingtothemeaningsitrealizes.ItrealizethreedifferentkindsofmeaningsIdeational:representingexperiencesInterpersonal:expressingrolerelationshipsTextual:relatingtexttocontextandsituation;organizingthetext.1.5Howislanguagestructured61SystemnetworkSystemnetwork62社會(huì)科學(xué)研究法簡(jiǎn)介研究的目的和價(jià)值在發(fā)掘知識(shí)並解決問(wèn)題，解決前人未曾解決的問(wèn)題。什麼是研究(research)？它是事實(shí)的說(shuō)明，清楚說(shuō)明前人未曾說(shuō)明清楚的事實(shí)。我們?yōu)槭颤N要從事研究？旨在訛誤的辨正，改正前人的訛誤。研究的結(jié)果是如何？是在建立理論(研究方法、思想系統(tǒng)等)、建構(gòu)新的研究方法或理論。*1.2社會(huì)科學(xué)研究法簡(jiǎn)介研究的目的和價(jià)值在發(fā)掘知識(shí)並解決問(wèn)題，解決研究的結(jié)果是用來(lái)說(shuō)明、解釋或預(yù)測(cè)我們所生存和生活的世界及其現(xiàn)象。一般研究過(guò)程係經(jīng)由發(fā)展假設(shè)、蒐集實(shí)際資料而給予驗(yàn)證，企圖以一組客觀的現(xiàn)象(變數(shù))去說(shuō)明另一組客觀的現(xiàn)象，建立其間的一般性命題(proposition)，最後發(fā)展出一個(gè)較完整的理論系統(tǒng)。*1.3研究的結(jié)果是用來(lái)說(shuō)明、解釋或預(yù)測(cè)我們所生存和生活的世界及其現(xiàn)就方法論(methodology)而言，人們從事的研究，不外乎異中求同、及同中求異，前者是在大量資料中發(fā)現(xiàn)其間的共同性(nomothetic)，而後者則是發(fā)現(xiàn)其間的異質(zhì)性(idiographic)。研究是一門「問(wèn)題」的學(xué)術(shù)，旨在發(fā)現(xiàn)(非「創(chuàng)造」)有用的知識(shí)。1.4就方法論(methodology)而言，人們從事的研究，不外研究思考的過(guò)程1.歸納法(induction)歸納法是由資料中找出一般性的法則。先由觀察收集資料及記錄若干個(gè)事例，探求其間之共同特徵或特徵之間的關(guān)係，進(jìn)而將研究結(jié)果推廣至其它未經(jīng)觀察之類似事例，而且獲得一項(xiàng)「通規(guī)性」的陳述(強(qiáng)調(diào)「?jìng)€(gè)