Abstract
AbstractThis paper aims to explore grammatical metaphor (GM) from a theoretical perspective. In order to achieve this, the paper firstly presents two models that theorize GM, namely the stratal model (Halliday, 1985a, 1988, 1998; Martin, 1992a, 1993b; Halliday & Martin, 1993) and the semantic model (Halliday & Matthiessen, 1999). GM types and instances show differences according to the model that theorizes GM; the paper, therefore, will explore the types and instances of GM. This will be followed by research studies that investigated the development of GM in language development and language education in order to present how GM theorization has been applied in literature. Finally, the paper will recount of a recent research study (Devrim, 2013) that aimed to develop an approach to teaching GM using an integrated model. The paper will conclude with a discussion and pedagogical implications for researchers and educators.
Highlights
Grammatical metaphor (GM hereafter), which was suggested by Halliday (1985a) is one of the most important characteristics of academic, bureaucratic and scientific discourses and it is one of the crucial contributions of Systemic Functional Linguistics (SFL hereafter) to the field of linguistics and education
The definition and types of grammatical metaphor (GM) vary according to each model, as the notions of stratal tension and semantic junction draw on different linguistic configurations that lead to GM
The models will be discussed in relation to how they define and categorize GM, the theoretical part will be Devrim Functional Linguistics (2015) 2:3 followed by studies conducted in language development (Christie & Derewianka, 2008; Derewianka 2003a; Painter, 2003; Torr & Simpson, 2003) and language education (Byrnes, 2009; Colombi, 2006; Mohan & Beckett, 2001; Ryshina–Pankova, 2010; Schleppegrell, 2004;) that explore GM
Summary
Grammatical metaphor (GM hereafter), which was suggested by Halliday (1985a) is one of the most important characteristics of academic, bureaucratic and scientific discourses and it is one of the crucial contributions of Systemic Functional Linguistics (SFL hereafter) to the field of linguistics and education. This paper firstly aims to explore GM from a theoretical perspective and it will move on to the application of the theory in language development and language education studies. The models will be discussed in relation to how they define and categorize GM, the theoretical part will be Devrim Functional Linguistics (2015) 2:3 followed by studies conducted in language development (Christie & Derewianka, 2008; Derewianka 2003a; Painter, 2003; Torr & Simpson, 2003) and language education (Byrnes, 2009; Colombi, 2006; Mohan & Beckett, 2001; Ryshina–Pankova, 2010; Schleppegrell, 2004;) that explore GM. Following the discussion of the application of stratal and semantic models to language development and language education, another more comprehensive study that aimed to develop an integrated model to theorize GM will be visited (Devrim, 2013). The paper will conclude with implications for GM researchers and educators
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