京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22540号 / 人博第943号 / 新制||人||224(附属図書館) / 2019||人博||943(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Syftet med studien var att studera vårdnadshavare som samtidigt deltar i SFI-undervisning och deras erfarenheter av att delta i sina barns utvecklingssamtal i grundskolan. Studien utgick från följande frågeställningar om hur vårdnadshavares erfarenheter av utvecklingssamtal i grundskolan visar sig, beskrivna av dem själva, vilka möjligheter och hinder som vårdnadshavarna beskriver att de har erfarenheter av och vad har SFI-undervisningen betytt för vårdnadshavarna för att delta i sina barns utvecklingssamtal, enligt deras beskrivningar? Studiens teoretiska utgångspunkter är ett interkulturellt perspektiv och Systemic Functional Linguistics (SFL) och metodologiska utgångspunkter är semistrukturerade intervjuer och analyser av narrativer. Resultatet visar att gemensamt i berättelserna var att vårdnadshavarna först använde tolk i sina barns utvecklingssamtal men att när de började förstå svenska bättre så ville de hellre klara sig utan och fann strategier för det. Gemensamt var att fråga läraren eller ta hjälp av sina barn och en variation var att använda engelska eller att läraren hade samma modersmål som vårdnadshavaren. Möjligheter och hinder för att delta i utvecklingssamtalen varierade. Vårdnadshavarnas strategier möjliggjorde deltagandet. Hinder som visade sig var när läraren pratade fort och använde svåra ord, vilket samtidigt blev en möjlighet om läraren omvänt pratade långsamt, tydligt och med enkla ord. Resultatet gör synligt interkulturella förhållningssätt där deltagarna visar förståelse för varandras olika etniska bakgrund och kulturella skillnader, vilket kan ses som förutsättningar för tillitsfulla relationer och att våga fråga läraren. Vårdnadshavarnas vilja att klara sig själva är möjlig att förstå ur ett SFL-perspektiv där språket ska fungerar för att tolka upplevelser, skapa mening och kommunicera, vilket är drivkrafter för att lära sig språket. Resultatet visar inte att vårdnadshavarna gav SFI-undervisningen någon särskild betydelse för att delta i sina barns utvecklingssamtal. Däremot visade begränsat antal timmar i undervisningen och flertalet studieavbrott att det ledde till att andraspråksinlärningen drar ut på tiden, vilket går att förstå som svårigheter för att nå ett funktionellt språk.

Advertisements are multimodal texts created to get attention from potential customers in order to sell products. Previous research has shown how advertisements’ visual and verbal features make up ideological codes that are used to affect readers. To interpret these codes and gain an understanding of advertisements as communicative artifacts, a linguistic approach needs to be merged with a multimodal approach. In this study systemic functional grammar and multimodal semiotics are applied to ten skin care advertisements by Elizabeth Arden from 1920-2013. The aim is to investigate how the relationship between skin care companies and their potential customers is constructed through the use of language and images in skin care advertisements. Furthermore, the study aims to analyze whether and how the relationship between skin care companies and customers change over time. The findings indicate that the reader is constructed as unequal to Elizabeth Arden. The results also show a longitudinal difference in that the reader and the writer are constructed as closer in earlier advertisements and more distant in later advertisements. The language is also less demanding in recent years. Furthermore, the findings show that later skin care advertisements, unlike earlier advertisements, refer to science. The change might be an indication that societal and consumer values are evolving. Hence, the result might reflect societal changes.

This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers. The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position. Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.

The series You (2018) challenges the traditional characteristics of a protagonist and introducesthe audience to a psychopathic protagonist with traits which are typically recognised in thetraditional villain. This study investigates the portrayal of the fictional character JoeGoldberg’s psychopathic characteristics by analysing the language used in his external andinternal dialogues. More specifically, drawing on the tools of transitivity analysis (Halliday1985), the study focuses on the process types and corresponding semantic roles assigned tothe pronouns I and you used by the protagonist over the course of three strategically selectedepisodes of the series. The results of the qualitative and quantitative transitivity analysis ofinternal and external dialogues throughout three chosen episodes shows that in the internaldialogues Joe appears analytical and assigns attributes and actions to you which correspond tothe mental representation of the object of his desire, Beck. While Joe’s internal dialoguesascribe some appealing attributes to Beck, the transitivity analysis also shows that he identifiestraits of vulnerability, such as lack of confidence and being indolent in reaching her goals. Incontrast, Joe’s approach in the external dialogues continuously appears to project him as ahumble person who puts the needs of others before his own, expressing deep considerationand understanding of the needs and emotions of others. The audience is introduced to hismanipulative behaviour by this contrast between his external and internal dialogues, which ishighlighted by the transitivity analysis in the present study.

Philosophiae Doctor - PhD / As an official and second language in Ghana, English is used as a medium of instruction in the Ghanaian educational setting, especially at the university level. Therefore, for Ghanaian students to go through their university education successfully, they should be able to demonstrate competence in the usage of English. However, time and again, there have been series of complaints from most English language teachers about the Ghanaian students’ lack of dexterity in writing cohesive and coherent texts. The present study, therefore, has as its aim to explore texture in first-year Ghanaian undergraduate students' essays (GUSEs). This focus is achieved through four main specific objectives. Thus, the study accounts for (1) the types of cohesive devices (2) the cohesive errors (3) the disciplinary variation in the type of cohesive devices and cohesive errors and (4) the thematic progression patterns in the essays of these first-year Ghanaian undergraduate students. To achieve these objectives, I use the Systemic Functional Linguistics perspective to text analysis, specifically the metafunction of texture as projected by Halliday (1967, 1970, 1985, 1994, and 2004), Halliday and Hasan (1976), Martin and Rose (2003) and Martin (2015). / 2023

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The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis methods drawing on SFL and intertextuality, the study illuminates connections between the SFL based teaching practice and the expanding linguistic repertoire of ELLs as they enact the genre of persuasive argument in the context of producing persuasive music reviews. Research methods are qualitative in nature and designed to attend to both the sociocultural context of teaching and learning as well as a linguistic analysis of written texts. Through a qualitative case study approach focusing on the literacy practices of three emergent bilingual middle school students and the reflective teaching practices of their veteran ESL teacher, the teacher researcher highlights how SFL pedagogy created space for urban middle school ELLs to participate in high interest language learning activities designed to increase their control over the semiotic resources needed to construct persuasive texts. The subsequent SFL and genre analysis of students' texts analyzes changes in the schematic structure and register variables of student texts aims to explore the intertextual connections between these changes and the SFL pedagogical practices described in the study. Data derive from multiple sources including student texts, videotaped interactions among classroom community members, field notes, lesson plans and instructional materials. The study offers important new directions in language teaching and learning as it demonstrates how SFL-based pedagogy can draw on the cultural and linguistic resources of ELLs to create a culturally relevant (Ladson-Billings, 1995) and permeable curriculum (Dyson, 2003) that both challenges the conceptualization of ELLs as students with a "deficit" and repositions them as skillful language users and text analysts.

Since the Greek phrase ἐγώ εἰµι has been used as a form of the divine name by God to reveal himself in the Septuagint, biblical scholars generally acknowledge that the appropriate interpretation of this phrase is important for understanding John’s unique presentation of Jesus. However, scholars have not reached a consensus on the interpretation of Johannine “I am” and there are several problems with contemporary interpretive works. First, the extant studies rely heavily on the background of the “I am” phrase and draw their conclusions almost on the basis of diachronic data only. Consequently, the significance of this phrase in the Gospel of John itself has not been fully understood. Second, the linguistic features that are actually essential for the appropriate interpretation of this particular linguistic structure have not been fully assessed in current biblical scholarship. Third, the existing research normally interprets the “I am” phrases individually but fails to explore the relationship between these uses. In the Gospel of John, the Greek phrase ἐγώ εἰµι and its variants occur in Jesus’ utterances in thirty-one verses, namely John 4:26; 6:20, 35, 41, 48, 51; 7:34, 36; 8:12, 18, 23, 24, 28, 58; 10:7, 9, 11, 14; 11:25; 12:26; 13:19; 14:3, 6; 15:1, 5; 17:14, 16, 24; 18:5, 6, 8. This study conducts a discourse analysis based on the theory of Systemic Functional Linguistics (SFL) to interpret these thirty-one occurrences of “I am” in Jesus’ utterances, concentrating on their interpretation and significance within the Johannine context. This new methodological framework can analyze the linguistic features of the New Testament text and may offer new insights into the current research of Johannine “I am” in most regards. Examining the function of this phrase through a functional-semantic analysis and a rhetorical-relational analysis, this study argues that the thirty-one occurrences of “I am” in Jesus’ utterances throughout the Gospel of John reinforce John’s portrayal of Jesus’ divinity. According to John’s construing of Jesus’ divinity, this study demonstrates how Johannine Christology is expressed through the narrative of John’s Gospel with various textual characteristics.

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