Anne McCabe

This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.

This volume offers a comprehensive account of language development from a Systemic Functional Linguistic (SFL) perspective, integrating theory and data from a wide range of research studies. The book begins by taking an in-depth look at SFL theory and its focus on texts, highlighting the metafunctional nature of language and the ways in which individuals’ repertoires of meaning-making resources develop as they interact with the world and with others. Grounded in an SFL approach, the successive chapters consider in turn the key stages of language development, from infancy to school settings to additional, second, and foreign language learning contexts. Each chapter incorporates a range of SFL studies to demonstrate shifts in language development across these stages, but also the discussion of other functional perspectives to examine the ways in which these different approaches inform one another. A concluding chapter considers the implications of these studies for future research as well as for pedagogical practices in literacy teaching. In its consideration of the relationship between SFL theory and its application to language development, this book will be key reading for students and scholars in Systemic Functional Linguistics, language and education, and literacy studies.

This volume offers a comprehensive account of language development from a Systemic Functional Linguistic (SFL) perspective, integrating theory and data from a wide range of research studies. The book begins by taking an in-depth look at SFL theory and its focus on texts, highlighting the metafunctional nature of language and the ways in which individuals’ repertoires of meaning-making resources develop as they interact with the world and with others. Grounded in an SFL approach, the successive chapters consider in turn the key stages of language development, from infancy to school settings to additional, second, and foreign language learning contexts. Each chapter incorporates a range of SFL studies to demonstrate shifts in language development across these stages, but also the discussion of other functional perspectives to examine the ways in which these different approaches inform one another. A concluding chapter considers the implications of these studies for future research as well as for pedagogical practices in literacy teaching. In its consideration of the relationship between SFL theory and its application to language development, this book will be key reading for students and scholars in Systemic Functional Linguistics, language and education, and literacy studies.

This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.

The second edition of this popular textbook provides readers with a foundation in methods for analysing and understanding language from various theoretical perspectives within linguistics and language studies. Its novel approach introduces systemic functional linguistics, text and discourse analysis, and formal approaches to linguistics. It demonstrates applications of these approaches to reveal how we use language in society, how our brains process language, and how we learn language. The main language focused on is English, while other languages are also drawn on to illustrate the principles, models and theories. Learning outcomes, exercises (with answer key), ideas for project work, and questions for reflection are provided throughout. A final chapter gathers explanations of various fields of practice within linguistics, written by linguists from around the world. The second edition includes added explanations, examples and exercises, updated references and web links and an expanded number of entries in the glossary. It also provides a new configuration of the material related to syntax and lexico-grammar, giving readers the opportunity to see more clearly the contrasts between formal and functional analyses and to understand the differences in these views of language, leading to a stronger grasp of how language 'works' within the brain and within society. It includes new material on analysing texts for interpersonal and evaluative meanings, and on analysing multimodal texts for meaning provided from combinations of verbal language and visual modes, providing an increased range of text and discourse analytical tools.

The second edition of this popular textbook provides readers with a foundation in methods for analysing and understanding language from various theoretical perspectives within linguistics and language studies. Its novel approach introduces systemic functional linguistics, text and discourse analysis, and formal approaches to linguistics. It demonstrates applications of these approaches to reveal how we use language in society, how our brains process language, and how we learn language. The main language focused on is English, while other languages are also drawn on to illustrate the principles, models and theories. Learning outcomes, exercises (with answer key), ideas for project work, and questions for reflection are provided throughout. A final chapter gathers explanations of various fields of practice within linguistics, written by linguists from around the world. The second edition includes added explanations, examples and exercises, updated references and web links and an expanded number of entries in the glossary. It also provides a new configuration of the material related to syntax and lexico-grammar, giving readers the opportunity to see more clearly the contrasts between formal and functional analyses and to understand the differences in these views of language, leading to a stronger grasp of how language 'works' within the brain and within society. It includes new material on analysing texts for interpersonal and evaluative meanings, and on analysing multimodal texts for meaning provided from combinations of verbal language and visual modes, providing an increased range of text and discourse analytical tools.

This introductory textbook provides readers with a foundation in methods for analyzing and understanding language from various theoretical perspectives within linguistics and language studies. Its novel approach introduces systemic functional linguistics, text and discourse analysis, and formal approaches to linguistics. It demonstrates applications of these approaches to reveal how we use language in society, how our brains process language, and how we learn language. Topics include phonetics, phonology, conversation analysis, morphology, syntax, semantics, language change and variation, animals and language, the brain and language, and first and second language acquisition. The main language focused on is English, although other languages are also used to illustrate the linguistic principles. Exercises and questions for reflection are provided throughout, and a final chapter is included which gathers explanations of various fields of practice within linguistics, written by linguists from around the world, including David Crystal (Clinical Linguistics), Frances Christie (Educational Linguistics), and Malcolm Coulthard (Forensic Linguistics). The book offers an array of analytical tools for undergraduate students of language, communication, and education, and provides an overview of the field for those interested in further study in linguistics and applied language studies.

How were Greek texts on the care and medical treatment of the horse transmitted from antiquity to the present day? Using the evidence of Byzantine manuscripts of the veterinary compilation known as the Hippiatrica, Anne McCabe traces the journey of the texts from the stables to the medieval scriptorium and ultimately to the printed edition. Surviving manuscripts include both magnificent presentation copies and plain ones intended for use in the field. The Hippiatrica is a rich and little-known source of information about horses, medicine, and magic. This book provides a guide to its complex history as well as a host of fascinating details, and includes colour illustrations of a number of manuscript pages.