Abstract
Appraisal/Evaluation within Systemic Functional Linguistics (SFL) is a rather new framework for the analysis of evaluative language, focusing on how human beings reveal their emotions directly or indirectly, how they take stances, and how they align or dis-align themselves with social subjects. Through an attitudinal analysis of the system of Affect in lucid and teacher-friendly ways, this paper aims to smoothly invite ESL/EFL teachers into possible employment of this model in classes of intermediate levels and above, to align themselves with and avoid losing sight of the constant need to maintain a critical pedagogical atmosphere in foreign language literacy and education. To this end, we provide a simple analysis of the affectual language of two inauguration speeches delivered by two American presidential candidates, geared to equipping teachers with some quick tools of reflective and critical pedagogy and use the exploration and display of different categories of Affect in the classroom to engage students in critical reflection on the world and everyday events.
Highlights
AND BACKGROUNDThe increasingly rapid development and change of the English language entail constantly equipped analytic eyes by way of deeper understandings of its textual and linguistic operations, among which the choices in evaluation figure prominently.There is general agreement in the literature that one prominent aspect of discourse is the language of evaluation, known as evaluative discourse, discourse of evaluation, and even critical discourse, used by some as the overarching umbrella term covering all sorts of evaluative discourse
We provide a simple analysis of the affectual language of two inauguration speeches delivered by two American presidential candidates, geared to equipping teachers with some quick tools of reflective and critical pedagogy and use the exploration and display of different categories of Affect in the classroom to engage students in critical reflection on the world and everyday events
It follows that there have been many models and approaches proposed by or derived from different theories to look at the discourse used by speakers, in different genres, to consciously and unconsciously show their worldview, evaluative stance, ideology, modality, etc
Summary
There is general agreement in the literature that one prominent aspect of discourse is the language of evaluation, known as evaluative discourse, discourse of evaluation, and even critical discourse, used by some as the overarching umbrella term covering all sorts of evaluative discourse. It follows that there have been many models and approaches (for example; conversation analysis, ethnography, interactional sociolinguistics, variation theory, speech act theory, pragmatics, Birmingham school, systemic functional linguistics, critical discourse analysis) proposed by or derived from different theories to look at the discourse used by speakers, in different genres, to consciously and unconsciously show their worldview, evaluative stance, ideology, modality, etc. To know a language is, to be able to select appropriate choices from systemic resources of meaning-making to do various tasks from a set of choice networks available, emphasizing the existence of paradigmatic relations; the choice made is significant and meaningful against the background of the choices that could have been made from the same network (or system, or adjacent systems) but are not made in actual text
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