Ideational Grammatical Metaphor Research Articles

Exploring nominalization and lexical density deployed within research article abstracts: A grammatical metaphor analysis

In research articles published for international reputable journals, the crucial role of abstracts to attract readers, especially reviewers or editors, is not in doubt. The article is expected to not experience direct desk rejection due to non-impressive and persuasive lexical choices in the abstract for further reading. This paper proposes a corpus study to scrutinize ideational grammatical metaphor (IGM) from the abstracts of successfully published articles in four applied linguistic quality indexed Scopus journals (Q1 and Q2) managed by Asian countries. The data were analyzed based on Halliday’s SFL framework focused on the realization of IGM in nominalization and lexical density. The pattern of IGM examined was on the transference of process and quality nominalization through morphological derivations. The findings show that the shift from process to thing dominates the other with many variations of suffixes within the words. In addition, the abstracts’ lexical density results ranged from 45 to 72 percent. Thus, it is suggested that English teachers consider raising students’ awareness of nominalization to produce lexically dense but informative texts in their academic writing classes.

Ideational Grammatical Metaphor in Electrical Engineering Abstracts

Ideational grammatical metaphor is an important aspect of systemic functional linguistics as well as widely present in academic abstract. According to the classification of 13 types of ideational grammatical metaphors by Halliday, this paper probes into their characteristics in English abstracts of 30 electrical papers, and compares the differences of ideational grammatical metaphors used by Chinese scholars and native English scholars. In this study, it can be found that domestic electrical engineering scholars have the following problems in writing abstracts: overuse of nominalization, underuse of the verbalization of conjunction, insufficient use of some types and low lexical variation.

Ideational Grammatical Metaphor of Gender Variation in Central Kurdish Media Discourse

The purpose of this study is to analyze media spoken discourse in Central Kurdish, investigating gender variation, using Halliday's grammatical metaphor as a lens. Halliday identified the ideational and interpersonal grammatical metaphor within the SFG. This study relates to the study of SFG in that it examines the linguistic parallels in two interviewees, one male and one female TV interview. The author compiled the findings using a mixed-methods approach and Halliday's grammatical metaphor. The following research concerns are addressed: What is the most common form of nominalized process type of ideational grammatical metaphor in Central Kurdish media discourse? What is the area of similarities and differences in the selection of nominalized process types in Central Kurdish spoken media discourse of male and female speakers? How is reality expressed through ideational grammatical metaphor in Central Kurdish media discourse? During the speeches, 175 distinct nominalized processes were identified. Four of the six nominalized process categories were implemented. The total number of nominalized material process selections is 115, or 65.71% of the total, with verbal process types representing 48 events, or 27.42% of the total, relational process types representing only 5 selections, or 2.85% of the total. Three forms of each behavioral and existential were employed, accounting for 1.71%. And lastly, there is only one selection of mental process, accounting for 0.57%. Both interviewees select material and verbal processes as their most preferred choices. In addition, the author discovered that both political figures attempt to convey their political beliefs through nominalized process types.

Identification of Ideational Grammatical Metaphor in Saraiki Language and its Deployment in Different Registers of Saraiki and English: A Contrastive Study

Grammatical Metaphor refers to a set of lexico-grammatical choices offered by a language to create formality of expression and pithiness. Firstly, this linguistic feature was discussed by Halliday in 1985 who classified one of its types -the Ideational Grammatical Metaphor (IGM) into 13 types and regarded it as a scientific or academic discourse characteristic. The IGM phenomenon is now considered central in SFL (Systemic Functional Linguistics)- inspired language teaching and significant for translators in understanding the Metafunctional meanings across SL (Source Language) or TL (Target Language). However, this worthwhile linguistic phenomenon has been understudied in the context of Pakistani languages. This work studies the Saraiki language for its identification and deployment in different English and Saraiki registers. The study follows the SFL Grammatical Metaphor Theory of Halliday (1998; 1999; 2006) as a theoretical framework and Content analysis as a tool for the identification and categorization of IGMs. The text consisted of the undergraduate course books of Saraiki and English, and its sample is delimited to 15 excerpts from both languages. The research results in the identification of all thirteen IGM categories in Saraiki, as in English; while regarding the IGM deployment in different registers of both languages, it is observed that the extent of IGM usage in Saraiki written text (1.14 per Clause) is greater than in English (0.83 per Clause), and academic text of both languages is found to have more instances of Ideational Grammatical Metaphors than the works of fiction in these languages. The study contributes to the body of research on Grammatical Metaphor and SFL-inspired comparative studies on Indo-Aryan languages of the world.

Grammatical Metaphor in Political Discourse in the Central Kurdish Language

The goal of this work is to examine political discourse in the Central Kurdish language via the prism of Halliday's grammatical metaphor. Political discourse is a common form of public discourse. In the SFG, Halliday identified the ideational and interpersonal grammatical metaphor. This study pertains to the study of Systemic Functional Grammar in that it studies the linguistic metaphors in the political speeches of Mala Bakhtyar and Abul Latif. The two figures are representing two opposing ideologies and they promote different types of religious and political ideologies. The authors utilized a mixed-methods strategy using Halliday's grammatical metaphor to assemble the findings. In the paper, the following research objectives are addressed: The most frequent form of nominalized processes and mood grammatical metaphor in the political public speeches in CK, in the political discourse in Central Kurdish are focused. Second, the expression of reality through ideational grammatical metaphor is investigated. And lastly, the convey of interpersonal meaning in interpersonal grammatical metaphor in the speeches by the political figures is examined. Overall, 133 distinct nominalized processes were identified during the speeches. Four of the six distinct nominalized types of processes were used. The total number of nominalized material process selections is 65, (48.8%) of the total, with verbal process types accounting for 58 events, (43.6%) of the total, and mental process types accounting for only 9 selections, (6.7%). Only one behavioral type was used, accounting for 0.75%. There are no other nominalized process types. And 53 instances of mood grammatical metaphor were drawn. In addition, the authors discovered that both political figures strive to represent their political beliefs using nominalized process types, and the interpersonal mood grammatical metaphor conveys interpersonal meaning.

A Study of American COVID-19 News from the Perspective of Ideational Grammatical Metaphor Theory—Taking New York Times as an Example

Covid-19 has exerted a significant impact on people’s life and health. Former coronavirus-related studies are mainly done through the lens of cognitive linguistics, especially Interpersonal Grammatical Metaphor Theory. This study focuses on the ideational grammatical metaphors in American coronavirus-related news, taking New York Times as the corpus for qualitative and quantitative analysis. The study combines the current issues concerning Covid-19 with Halliday’s Ideational Grammatical Metaphor Theory. It not only updates the application of the theory but also explores the ideology hidden behind words, helping identify the reporter’s potential purpose. It is found that the distribution of different types of ideational grammatical metaphors is shown by the proportion it takes in related news and is closely associated with their ideological functions. With Ideational Grammatical Theory serving as a media, the study offers a new perspective and approach for news report study.

Exploring Nominalization in Academic Writing: A Comparative Study of Shipbuilding and Oceanography Engineering and Linguistics

Nominalization, as a universal linguistic phenomenon, is widely used in academic discourse in various fields. In recent years, corpus-based approaches to nominalization have become increasingly prevalent, but nominalization involving academic discourse of Marine-related majors receives little attention. Therefore, this paper selects 108 academic discourse abstracts of Shipbuilding and Oceanography Engineering and 50 abstracts of Linguistics academic discourses, based on the definition of nominalization, the common form of ideational grammatical metaphor from Halliday and Zhu Yongsheng’s classification to achieve the analysis of nominalization. It explores the cross-disciplinary differences and frequency of different types of nominalizations and their functions in the selected abstracts. The results show that the common use of nominalizations and the most frequent type is “take process as thing” which shows a significant difference across the two disciplines, signifying disciplinary differences in academic writing. Besides, this paper finds the three most commonly used nominal patterns of each corpus. It provides a couple of possible reasons and elaborate explanations for the particular consequence, expecting that it can contribute to future research in this field and abstract writing in academic discourse. Keywords: nominalization, grammatical metaphor, academic writing, disciplinary differences and similarities

Readability and adaptation of children’s literary works from the perspective of ideational grammatical metaphor

Abstract Widely studied in fields like education, psychology, and linguistics, readability can be defined as (a) reader’s understanding of a reading text, (b) features of a text, or (c) the matching of a text to its reader. The existing research has been focused on the formulaic and multilevel discourse approaches, relatively neglecting others such as systemic functional linguistics oriented one. Moreover, contemporary reading materials pose a challenge for average children in many ways. This study examines readability and adaptation of children’s literary works from the perspective of ideational grammatical metaphor inspired by systemic functional linguistics. Through case studies of metaphorical transferences involving zero, one, two, and three ideational grammatical metaphors used in the parallel excerpts in the original version of Alice’s Adventures in Wonderland and its eight adapted ones published in China, it is concluded that addition, maintenance, revision, unpacking, and demetaphorization are five major strategies which are found to decrease, maintain, or increase readability of some parts in the adapted versions.

Cognitive Load and Individual Differences in Processing Ideational Grammatical Metaphor: An Eye-Tracking Study

The present study examined the event-related potential (ERP) and time-frequency components correlates with the comprehension process of multimodal metaphors that were represented by the combination of “a vehicle picture + a written word of an animal”. Electroencephalogram data were recorded when participants decided whether the metaphor using an animal word for the vehicle rendered by a picture was appropriate or not. There were two conditions: appropriateness (e.g., sport utility vehicles + tiger) vs. inappropriateness (e.g., sport utility vehicles + cat). The ERP results showed that inappropriate metaphor elicited larger N300 (280–360 ms) and N400 (380–460 ms) amplitude than appropriate one, which were different from previous exclusively verbal metaphor studies that rarely observed the N300 effect. A P600 (550–750 ms) was also observed and larger in appropriate metaphor condition. Besides, the time-frequency principal component analysis revealed that two independent theta activities indexed the separable processes (retrieval of semantic features and semantic integration) underlying the N300 and N400. Delta band was also induced within a later time window and best characterized the integration process underlying P600. These results indicate the specific cognitive mechanism of multimodal metaphor comprehension that is different from verbal metaphor processing, mirrored by several separable processes indexed by ERP components and time-frequency components. The present study extends the metaphor research by uncovering the functional roles of delta and theta as well as their unique contributions to the ERP components during multimodal metaphor comprehension.

A Comparative Study of the IGM Use in China’s English Textbooks

IGM (ideational grammatical metaphor) is frequently used in English textbooks, the application of which may influence learners’ proper understanding. The present paper conducts an empirical research on the application of IGM in three English textbooks for English learners of different levels in China including junior high school, senior high school and college with a view to exploring the rate and tendency of IGM application at different levels. It is found that IGM is favored in all the textbooks and nominalization ranks the first among other types of IGM. Besides, the higher the learning level is, the more frequently IGM is used. These findings suggest that the use of IGM in the investigated textbooks turned to be appropriate for EFL learners across three different levels.

Exploring the use of grammatical metaphor in Indonesian EFL learners’ academic writing

Grammatical metaphor is considered to be the key linguistic resource in the creation of academic discourse. In a pedagogical context, identification of grammatical metaphor in students’ writing can be used as a measurement of students’ academic literacy level to determine actions to improve the existing situation. In Indonesian EFL context, students’ grammatical metaphor deployment and development has not been much studied, despite its strategic role in improving students’ academic literacy. This paper presents a first step towards understanding Indonesian tertiary students’ linguistic strengths and weaknesses in academic literacy through the identification of ideational grammatical metaphor deployment and development. Using cross-sectional data from first year and third year students in a State Islamic College in a rural area of Indonesia, the students’ academic writing were analyzed for the deployment of experiential grammatical metaphor. The findings show that the two groups of different levels of participants deployed similar types of reconstrual of experiential grammatical metaphor. Process to Thing transcategorisation was the most frequent type of experiential grammatical metaphor reconstrual across the two groups, while Relator to Process was the most frequent logical grammatical metaphor reconstrual in both groups. Third-year students surpassed the first-year group in the frequency and proportion of instances of grammatical metaphor deployment. This study has shown that the development of learners’ academic writing was limited. Thus, it was suggested that a more explicit pedagogy to expose students to grammatical metaphor and more basic lexicogrammar teaching to enable the students to write academic texts is warranted.

Full realization principle for the identification of ideational grammatical metaphor: nominalization as example

ABSTRACTWhen a clause likeglass cracks more quicklyis rankshifted and nominalized asglass crack growth rate, ideational grammatical metaphor (IGM) occurs. However, embedded clauses (e.g. the factthat it had been shown to be aforgery ruined his argument) are also rankshifted and nominalized, but they cannot be regarded as IGMs. This issue of embedding has tended to be relatively under studies within the theory of systemic functional linguistics (SFL). In order to tackle this issue, we propose a principle (i.e. the full realization principle, FRP) which operates in parallel with the principle of rankshift for the identification of IGMs. Under the FRP principle, a nominalization may be full, intermediate or raw in realization, but only the full nominalization which is compressed both in meaning and form can be regarded as IGM. As a necessary supplement to the rankshift principle, FRP helps distinguish nominalizations which are IGMs from those which are not, and the issue of embedding will not be a problem any longer. This in turn offers a new perspective to the categorization of nominalization in general.

Writing persuasive texts: Using grammatical metaphors for rhetorical purposes in an educational context

ABSTRACT Persuasive language has been described as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts has been assessed in seven of the past nine years of National Assessment Program – Literacy and Numeracy (NAPLAN) testing. One of the language features that is considered important in persuasive writing is grammatical metaphor. This paper employs concepts from systemic functional linguistics to examine how ideational grammatical metaphor was used in the 32 highest scoring persuasive texts written by Tasmanian primary and secondary school students for the 2011 NAPLAN test. The results show that high achieving students demonstrated an ability to use ideational metaphor in their persuasive writing from the middle primary school years. This paper aims to provide guidance for Australian primary and secondary school educators by showing how and in what ways high achieving students use grammatical metaphor for persuasive purposes in NAPLAN responses across the tested year levels.

Ideational semiosis: a tri-stratal perspective on grammatical metaphor

ABSTRACT This paper addresses the challenge of analysing texts for ideational grammatical metaphor. It undertakes this task from the perspective of recent work on field (Doran & Martin in press) and discourse semantics (Hao 2020a). In doing so it highlights the benefits of adopting a tri-stratal perspective on experiential and logical grammatical metaphor (Hao 2020b) - bringing all three of the most relevant strata (i.e. field, discourse semantics and lexicogrammar) into the picture.

THE ELEMENTS OF IDEATIONAL GRAMMATICAL METAPHOR IN READING TEXTS FOR SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS

This study investigated ideational grammatical metphor in Senior High School English Textbook. The objectives of the study were to identify what ideational grammatical metaphors were used in Senior High School English Textbooks. The research was conducted by applying descriptive qualitative design. The data for this study were texts which were taken from Texts in Senior High School English Textbooks. The data were collected by selecting all the texts in the textbooks, then retyping the passage of the texts, editing the passage by breaking down the clauses into a data, and finally printing out the data. After the data had been collected, they were analyzed by some procedures; identifying the ideational grammatical metaphor in the data, rewording or unpacking the data into a congruent form, making comparisons between the two forms, classifying the classes of ideational grammatical metaphor and its function and analyzing the reason the ideational grammatical metaphor was used in Senior High School English Textbooks. The findings of the study showed that there were four ideational grammatical metaphor used in Senior High School English Textbook, namely the data of epithet = thing, event = thing, event = epithet and head = modifier.Keywords: Ideational Grammatical Metaphor, Senior High School English Textbooks,

IDEATIONAL GRAMMATICAL METAPHORS IN EDITORIALS TEXTS OF THE JAKARTA POST NEWSPAPER

This study was investigated the realization of ideational grammatical metaphors in editorials of The Jakarta Post Newspaper. The objectives of this study were to identify the types of ideational grammatical metaphor are found in editorials texts of, to describe how the ideational grammatical metaphor lingustically realized in the editorials text, and to explain the reasons for the used of ideational grammatical metaphors. This study was conducted by using descriptive qualitative research. The sourceof data were editorials of The Jakarta Post newspaper, published on http://www.thejakartapost.com/chanel/editorial, which containing of six editorials written in January 2015 episode. The data were the texts containing of ideational grammatical metaphors. The data were analyzed based on the Sistemic Functional Language approach. The result showed that there were four types of ideational grammatical metaphor, namely adjective =>noun, verb =>noun, verb =>adjective, adverb =>adjective. The dominant type of ideational grammatical metaphor in the editorials is verb =>adjective. The reasons of ideational grammatical metaphor used in the editorials was due to nominalization and condensation. Grammatical metaphor as a model of language was needed to help people to understand how a text work to make meaning and all meaning was situated in context of situation and context of culture. There was a great deal of variation among different register in the degree and types of metaphor that was encountered. Register of field is social action of which is going on the text of editorials texts.Key words: Ideational Grammatical Metaphor, Texts, The Jakarta Post newspaper,

A synthesis of research on grammatical metaphor: meta-data and content analysis

Adopting the methodology of research synthesis, the present study takes stock of primary research studies on grammatical metaphor (GM) within systemic-functional linguistics and maps the research landscape since Halliday proposed this concept in 1985. Based on the data from 118 primary studies, we first report on the publication and methodological features of these studies. We then conduct content analysis, which is based on five domains of interest, viz. language description, register variation, education, language comparison, and translation. Major findings are: (i) The type of GM in these studies is dominated by ideational GM; less attention has been given to interpersonal GM; (ii) Textual GM has emerged as a heated issue recently. (iii) While education represents the most studied field, there remains considerable research space in other domains. Finally, some theoretical issues and implications for future directions are highlighted.

Metáfora gramatical ideacional: Un recurso clave para la alfabetización avanzada y académica

Ideational grammatical metaphor (Halliday, 1994/1985, 1998) is a linguistic resource of the academic register, which implies ‘objectifying’ the experiential meanings and become less contestable logical meanings. The domain of this resource is important to achieve a state of advanced and academic literacy in different disciplines, so this research aims to identify and characterize ten types of ideational grammatical metaphor (experiential and logical) in Chilean students writing in the areas of Biology and History and in three stages of formation, namely, 9th and 11th high school grades and 3rd year of university education. The findings show that students intuitively use different types of metaphors from 9th grade, however, its use is not always consistent or appropriate. In history, as well as in Biology, a constant vacillation between congruent and metaphorical forms can be seen and, at the university level, a type of characteristic metaphor of the historical discourse is identified.

TECHNIQUES AND ACCURACY OF IDEATIONAL GRAMMATICAL METAPHOR TRANSLATION IN 'DIARY OF WIMPY KID' NOVELS

The ideational grammatical metaphor is a phenomenon emerging in lexico-grammar which causes new variant construction that is different from its original meaning and grammatical class. This article aims at classifying the translation techiques applied in Jeff Kinney’s Diary of Wimpy Kid novels and also the impact of its application in translating ideational grammatical metaphor which deals with accuracy aspect in translation quality assessment. This research was classified as descriptive-qualitative research with embedded case study research and it used systemic functional linguistics as its approach.. content analysis and focus group discussion were used for obtaining data. The data consisted of linguistic, that is the words representing ideational grammatical metaphors, and translation data, i.e: the analyses of translation techniques and translation accuracy. The techniques were analyzed by using Molina & Albir (2002) theory whereas the accuracy was assessed based on TQA modified by Nababan, Nuraeni & Sumardiono (2012). Research findings showed that there were eight different translation techniques used for translating ideational grammatical metaphor in the novels. In addition, this average score of translation quality assessment showed that ideational grammatical metaphors in SL have been translated accurately to TL.

Ideational Grammatical Metaphors in Doctrinal Verses of The Bible in Indonesian Version

Grammatical Metaphor (GM) has become an interesting linguistic issue nowadays especially in the texts of science of technology. Even, the discussion of Grammatical Metaphors has touched other fields’ texts; politics, economics, and even religion. The study aims at: 1) describing deployment of experiential GMs in doctrinal verses of the Bible in Indonesian version, 2) describing deployment of logical GMs in doctrinal verses of the Bible in Indonesian version. To reach up the objectives of the research, the writer employs a qualitative study with content analysis design. The source of data is 50 doctrinal verses Alkitab Terjemahan Baru 1974 in 2014 edition. The theory underlying this research is Systemic Functional Linguistics. To identify and categorize grammatical metaphors from the data source, the researcher employs the Stratal Model proposed by Halliday and Martin (2015), while the data were analyzed by Content Analysis with Conceptual design proposed by Carley and Dale (2012). The findings show that 1) 69 experiential GMs from 8 types are well deployed in doctrinal verses while 5 types are not identified in Indonesian language. 2) 51 logical GMs from 3 types are well deployed in biblical doctrinal verses in Indonesian language. Due to the high frequency of ideational GMs the texts have the features of objectivity, impersonality, technicality and practicality.