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Analysis of verbal presentation of the series of picture books twiggle story

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Tiêu đề Analysis of verbal presentation of the series of picture books: “Twiggle Story”
Tác giả Domitrovich, Greenberg, Kusche, Cortes
Người hướng dẫn Nguyen Vu Phuong, PhD
Trường học Thu Dau Mot University
Chuyên ngành English Language
Thể loại Master Theses
Năm xuất bản 2021
Thành phố Binh Duong
Định dạng
Số trang 174
Dung lượng 3,15 MB

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Cấu trúc

  • CHAPTER 1: INTRODUCTION (12)
    • 1.1 B ACKGROUND OF THE STUDY (12)
    • 1.2 T HE RATIONALE FOR THE STUDY (13)
    • 1.3 S TATEMENT OF THE PROBLEM (14)
    • 1.4 P URPOSES OF THE STUDY (15)
    • 1.5 R ESEARCH Q UESTIONS (15)
    • 1.6 S IGNIFICANCE OF THE STUDY (16)
    • 1.7 S COPE OF THE STUDY (17)
    • 1.8 O RGANIZATION OF THE STUDY (17)
  • CHAPTER 2: LITERATURE REVIEW (19)
    • 2.1. D EFINITION OF PICTURE BOOKS (19)
    • 2.2 P ICTURE BOOKS AND CHILDREN (20)
    • 2.3 L ANGUAGE FUNCTION (37)
    • 2.4 D ISCOURSE - SEMANTIC MODEL OF S YSTEMIC F UNCTIONAL L INGUISTICS (0)
    • 2.5 I DEATIONAL METAFUNCTION (40)
      • 2.5.1. Logical function (0)
        • 2.5.1.1. Modification (0)
        • 2.5.1.2 Coordination (0)
        • 2.5.1.3 Subordination (0)
      • 2.5.2 Experiential function (0)
    • 2.6 I NTERPERSONAL METAFUNCTION (0)
      • 2.6.1 Mood (0)
      • 2.6.2 Modality (0)
      • 2.6.3 Person (0)
    • 2.7 T EXTUAL METAFUNCTION (41)
      • 2.7.1 Theme and Rheme (42)
      • 2.7.2 Coherence (45)
      • 2.7.3 Cohesion (46)
    • 2.8 H ALLIDAY ’ S S YSTEMIC F UNCTIONAL L INGUISTICS (47)
    • 2.9 C ONCEPTUAL FRAMEWORK OF THE STUDY (48)
      • 2.9.1 Systemic Functional Linguistic (SFL) theory (48)
      • 2.9.2 Principal elements of SFL (49)
    • 2.10 R EVIEW OF PREVIOUS STUDIES (56)
    • 2.11 S UMMARY (59)
  • CHAPTER 3: METHODOLOGY (60)
    • 3.1 R ESEARCH DESIGN – Q UALITATIVE (60)
    • 3.2 R ESEARCH INSTRUMENT (63)
      • 3.2.1 Data selection and the author (64)
      • 3.2.2 Summary of the selected stories (65)
    • 3.3 D ATA ANALYSIS (67)
    • 3.4 S UMMARY (69)
  • CHAPTER 4: ANALYSIS (70)
    • 4.1 I NTRODUCTION (70)
    • 4.2 D ATA ANALYSIS (70)
      • 4.2.1 Implementation of logical functions in line with modification, coordination (71)
        • 4.2.1.2 Coordination (79)
        • 4.2.1.3 Subordination (0)
      • 4.2.2 Implementation of interpersonal functions in line with mood, modality and (160)
        • 4.2.2.1 Mood (160)
        • 4.2.2.2 Modality (168)
        • 4.2.2.3 Person (0)
      • 4.2.3 The use of theme and rheme to build coherence (0)
      • 4.2.4 The use of cohesion to be coherence (0)
      • 4.2.5 The use of other features to build coherence and perform the textual function (0)
    • 4.3 C HAPTER FINDINGS (0)
      • 4.3.1 Author’s implementation of the ideational functions of language in with modification, coordination, and subordination (0)
      • 4.3.2. The use of the interpersonal function of language in line with mood, modality (0)
      • 4.3.3. How the textual metafunction is used to build coherence in the selected picture (0)
    • 4.4 C HAPTER SUMMARY (0)
  • CHAPTER 5: CONCLUSION AND IMPLICATIONS (0)
    • 5.1 C ONCLUSION (0)
    • 5.2 P EDAGOGICAL IMPLICATIONS (0)
    • 5.3 L IMITATIONS OF THE STUDY (0)
    • 5.4 R ECOMMENDATION FOR FURTHER STUDY (0)

Nội dung

BINH DUONG PROVINCIAL PEOPLE’S COMMITTEETHU DAU MOT UNIVERSITY ---PHAN HOANG DIEM TRUC ANALYSIS OF VERBAL PRESENTATION OF THE SERIES OF PICTURE BOOKS: “TWIGGLE STORY” MAJOR: ENGLISH L

INTRODUCTION

B ACKGROUND OF THE STUDY

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(2015) also conducted a study showing about understanding multimodal texts through picture books in an English as a Foreign Language (EFL) classroom.

Additionally, Fletcher and Reese (2004) clarify that picture books provide children with a great deal of vocabulary which is about the reality of children’s daily life Landers

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T HE RATIONALE FOR THE STUDY

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S TATEMENT OF THE PROBLEM

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P URPOSES OF THE STUDY

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R ESEARCH Q UESTIONS

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1 How do the authors apply the ideational metafunctions in line with modification, coordination, and subordination in the two picture books?

2 How do the authors employ the interpersonal metafunctions in line with mood, modality, and person in the two picture books?

3 How do the authors use the textual metafunction to build coherence in the two picture books?

S IGNIFICANCE OF THE STUDY

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S COPE OF THE STUDY

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O RGANIZATION OF THE STUDY

The study is presented in five chapters:

Chapter 1 provides the background to the study, states the rationale, statement, purpose, scope of the study, and poses the research questions and hypotheses, states the significance of the study, and draws the overall structure of the study.

Chapter 2 describes the review of related literature and also states the research gap.

Chapter 3 describes the research methodology applied in this study such as research design, research instrument, data collection, and data analysis.

Chapter 4 presents study findings and discussions.

Chapter 5 summarizes the main conclusions of the study and suggests pedagogical implications for further improvements.

LITERATURE REVIEW

D EFINITION OF PICTURE BOOKS

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P ICTURE BOOKS AND CHILDREN

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1.2 The rationale for the study

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1 How do the authors apply the ideational metafunctions in line with modification, coordination, and subordination in the two picture books?

2 How do the authors employ the interpersonal metafunctions in line with mood, texts and understand the manners of language which is utilized in picture books According to Torr & Simpson, 2003, there are a great number of studies on the way of advancing and spreading the meaning and learning capacity based on written language Therefore, scholars who desire to analyze texts based on the Systemic Functional Linguistic Theory (SFL) can consult this study as an explanation tool of meaning because it provides essential illustrations on SFL interpretations of picture books.

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5 genres of books can understand the purpose and the whole meaning of texts or picture books.

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Chapter 2 describes the review of related literature and also states the research gap.

Chapter 3 describes the research methodology applied in this study such as research design, research instrument, data collection, and data analysis.

Chapter 4 presents study findings and discussions.

Chapter 5 summarizes the main conclusions of the study and suggests pedagogical implications for further improvements.

L ANGUAGE FUNCTION

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(2004), language has a function in terms of building and maintaining the social

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(2000) also classify that there are different genres of contexts such as narrative, recount, exposition, procedure, protocol, report, explanation, and interview Additionally, Halliday

(1994) claims that language is also used to create coherent messages.

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12 study focused on these three levels of metafunctions to analyze texts in the two picture books.

The levels of discourse-semantics

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(1970) hypothesizes that the pronoun “it” is a dummy subject, it can be used to imply the present time, the moment of the addresser’s speaking, i.e.

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In conclusion, the textual metafunction is concerned with the verbal world, the cohesion of texts and clauses as messages.

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The lion beat the unicorn all around the town

All around the town the lion beat the unicorn

However, the unicorn still did not want to bow to the lion

The lion decided to beat him to death

Would the unicorn give in to the lion

When the lion got to the battle field the unicorn was ready for the battle

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I DEATIONAL METAFUNCTION

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(1970) hypothesizes that the pronoun “it” is a dummy subject, it can be used to imply the present time, the moment of the addresser’s speaking, i.e.

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In conclusion, the textual metafunction is concerned with the verbal world, the cohesion of texts and clauses as messages.

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502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared

The lion beat the unicorn all around the town

All around the town the lion beat the unicorn

However, the unicorn still did not want to bow to the lion

The lion decided to beat him to death

Would the unicorn give in to the lion

When the lion got to the battle field the unicorn was ready for the battle

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T EXTUAL METAFUNCTION

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In conclusion, the textual metafunction is concerned with the verbal world, the cohesion of texts and clauses as messages.

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502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared

The lion beat the unicorn all around the town

All around the town the lion beat the unicorn

However, the unicorn still did not want to bow to the lion

The lion decided to beat him to death

Would the unicorn give in to the lion

When the lion got to the battle field the unicorn was ready for the battle

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H ALLIDAY ’ S S YSTEMIC F UNCTIONAL L INGUISTICS

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(1978) articulates that SFL clarifies language as a progression of making meanings and grammar is a source of building meaning that employs wording According to Halliday

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C ONCEPTUAL FRAMEWORK OF THE STUDY

This study is designed to interpret the two selected picture books based on the Systemic Functional Linguistic (SFL) theory The theoretical framework for the study is given below.

2.9.1 Systemic Functional Linguistic (SFL) theory

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As claimed by Ming (2014), the official term ‘genres’ is another concept of

‘context of culture’ and the term ‘genre’ is extensively used in many disciplines Ming

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The functional model of language

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The (sub)systems of Context of situation, Discourse Semantics and Lexico-grammar

Clause as Clause as Discourse - exchange: Mood, message: Semantics

What? metafunction Clause as Lexico – grammar representation:

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Interpersonal meanings – How do we interact and relate

Verbal resources for expressing actions and ideas, presenting characters or participants and showing circumstances.

Verbal resources for organizing logical and cohesive texts.

Verbal resources for interacting with others, showing feelings, attitudes, credibility and power relationships.

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The major component of the experiential meaning is transitivity In SFL, Banks (2002) claims that transitivity refers to the type of process which is involved in a clause, the

How do design and layout build meaning?

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Story” picture books Hence, this study explored texts that can make these different meanings.

R EVIEW OF PREVIOUS STUDIES

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In the conclusion of Kamilah (2014)’s study, the researcher assumed that in the field of linguistics, Halliday’s metafunctions contribute to the comprehension of the semantics of a text.

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S UMMARY

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METHODOLOGY

ANALYSIS

CONCLUSION AND IMPLICATIONS

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