000			03848nam a22004693i 4500
001			EBC1751350
003			MiAaPQ
005			20240729122930.0
006			m o d |
007			cr cnu||||||||
008			240724s2011 xx o ||||0 eng d
020			_a9781441195791 _q(electronic bk.)
020			_z9781441178787
035			_a(MiAaPQ)EBC1751350
035			_a(Au-PeEL)EBL1751350
035			_a(CaPaEBR)ebr10867436
035			_a(CaONFJC)MIL615818
035			_a(OCoLC)893331392
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aPE1130.C4.Y296 2010
082	0		_a428.24951071
100	1		_aYang, Xueyan.
245	1	0	_aModelling Text As Process : _bA Dynamic Approach to EFL Classroom Discourse.
250			_a1st ed.
264		1	_aLondon : _bBloomsbury Publishing Plc, _c2011.
264		4	_c©2010.
300			_a1 online resource (303 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Contents -- Acknowledgements -- Preface -- List of Tables -- List of Figures -- Chapter 1 Introduction: Setting the Scene -- Part I: Modelling Text As Process -- Chapter 2 Exploration of the SFL Philosophy -- Chapter 3 Review of Existing Models -- Chapter 4 Development of the TEXT TYPE Model -- Part II: Applying the TEXT TYPE Model to EFL Classroom Discourse -- Chapter 5 Design of the Application -- Chapter 6 Interpersonal Analysis of EFL Classroom Discourse -- Chapter 7 Ideational Analysis of EFL Classroom Discourse -- Chapter 8 Textual Analysis of EFL Classroom Discourse -- Chapter 9 Conclusion -- Notes -- Appendices -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W.
520			_aA discourse analysis that is not based on grammar is likely to end up as a running commentary on a text, whereas a grammar-based one tends to treat text as a finished product rather than an on-going process. This book offers an approach to discourse analysis that is both grammar-based and oriented towards text as process. It proposes a model called TEXT TYPE within the framework of Hallidayan systemic-functional linguistics, which views grammatical choices in a text not as elements that combine to form a clause structure, but as semantic features that link successive clauses into an unfolding phase. It then demonstrates the model in actual analyses of 10 texts transcribed from 10 class hours' audio-recorded EFL classroom discourse, which in turn leads to the establishment of a dynamic system network that can be applied to future analyses of the process of EFL classroom discourse. The book also uncovers interesting details about EFL classroom teaching and learning in the Chinese context, including variations in the classroom environment, features of the interaction process, and discourse strategies of the teachers and students. It will be essential reading for academics and postgraduates working in the fields of discourse analysis, second language acquisition and systemic functional linguistics.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aEnglish language -- Study and teaching -- Chinese speakers.
650		0	_aDiscourse analysis.
650		0	_aSystemic grammar.
655		4	_aElectronic books.
776	0	8	_iPrint version: _aYang, Xueyan _tModelling Text As Process _dLondon : Bloomsbury Publishing Plc,c2011 _z9781441178787
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1751350 _zClick to View
999			_c38669 _d38669