INTRODUCTION
Rationale
In the 1980s and 1990s, Appraisal Theory was developed by linguists James Martin and Peter White, representing a significant advancement in linguistic research This theory focuses on the linguistic resources speakers use to express and negotiate their ideological positions White highlighted that Appraisal Theory provides a framework for understanding how language conveys attitudes, judgments, and emotional responses, making it a valuable tool for analyzing subjective meaning in communication.
Appraisal Theory is a specialized framework that explores how language is used to evaluate, adopt stances, and construct textual personas It aids in understanding how speakers manage interpersonal relationships and positioning through language Developed since 2015, this approach provides an effective tool for analyzing attitude expressions and interpersonal meanings across diverse discourses, including literary works, news, academic texts, and narratives.
Scholars in literary studies frequently utilize Appraisal Theory to analyze attitude resources across different discourse features For example, Shuhong and Yali (2006) examined power dynamics between characters in "Blackmail" from "Hotel" by analyzing Appraisal resources at the word, clause, and discourse levels.
(2011) exploit the Attitude meanings by Elizabeth in “Pride and Prejudice”, and then evaluate her attitudes Similarly, Nuraisiah, Nababan, and Santosa
In 2018, a study examined attitudes toward sexism depicted in the novel "Gone Girl," highlighting how literature can reflect societal perceptions Regarding news discourses, Shizhu and Jinlong (2004) identified three key sub-systems of Appraisal Theory that shape the dominant features of media communication, emphasizing their role in framing societal issues Understanding these frameworks is essential for analyzing how news narratives influence public attitudes and perceptions, especially on sensitive topics such as gender bias.
Zhang and Liu (2015) analyzed the distribution of Appraisal resources in 32 news articles from The New York Times and China Daily (English version), emphasizing the role of the Engagement system Numerous studies have also applied Appraisal Theory to academic discourse, such as Liu (2010) and Ruomei (2016), who explored its practical use in developing college reading skills Additionally, Hood (2004) conducted research on Appraising language to analyze stance in academic writing In the context of narrative texts, Horarik's work further contributes to understanding how Appraisal Theory functions across different genres.
In 2003, the role of Appraisal systems in narrative discourse was explored from the perspective of writer/reader relations, highlighting how evaluative language influences reader engagement Additionally, Shiro (2003) examined Venezuelan children's developing abilities to utilize evaluative language effectively in fictional and personal narratives, showcasing the progression of their expressive skills in narrative contexts.
Film genres categorize movies into types such as Action, Adventure, Animation, Biography, Comedy, Crime, Drama, Family, Fantasy, History, Horror, Music, Musical, Mystery, Romance, Sci-fi, Sport, Thriller, War, and Western, with each film typically belonging to a specific genre that follows its established conventions and plotlines Like novels and short stories, films tell stories through a visual language that can be analyzed for its conventions and functions, especially in academic studies Research has explored various aspects of film language, including lexical blends in animated films (Amela, 2016), humor translation challenges (Spanakaki, 2007), and subtitles' pragmatic challenges (Khalid, 2016) Additionally, studies have examined how film language impacts pragmatic communication, such as compliments (Rose, 2006), and the unique characteristics that distinguish film speech from spontaneous discourse (Taylor & John, 2008) In language education, narrative films are increasingly utilized to facilitate second language acquisition (Quinn, 2013) However, there is a scarcity of research focusing specifically on conversational aspects of film language, as most studies tend to emphasize film content over the linguistic features of dialogues.
Many researchers are interested in studying language from various perspectives, yet there has been limited focus on the language of evaluation in film Appraisal Theory by Martin and White (2005) offers an effective framework for analyzing film language, enabling a clearer and more comprehensive understanding of how evaluative language is used in cinema This study, titled “An Analysis of Language of Evaluation in the Film ‘Gone with the Wind’ from the Perspective of Appraisal,” aims to address this research gap.
Aim and Objectives of the study
This study explores the evaluative functions of Appraisal Theory, as proposed by Martin and White (2005), focusing on Attitude, Engagement, and Graduation It analyzes how these Appraisal categories are expressed within the conversations of the film, providing insights into how speakers convey their attitudes, manage engagement with listeners, and modify the intensity of their evaluations The research highlights the significance of these linguistic resources in shaping tone, perspective, and emphasis, contributing to a deeper understanding of interpersonal meaning in cinematic dialogue.
“Gone with the Wind” luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
The study attempts to achieve the following objectives:
- To identify and classify different values in terms of Attitude, Engagement and Graduation in the American epic historical romance film
- To compare the frequencies of occurrence of these values to reveal the choice of language of evaluation in the language of this film.
Research questions
In order to achieve the above aim and objectives, the research will collect and process the data in order to answer the following questions:
-How are Engagement resources utilized in the film “Gone with the Wind”?
-How are Attitudinal resources used in the film “Gone with the Wind”? -How are Graduation resources realized in the film “Gone with the Wind”?
Scope of the study
The study focuses on identifying and classifying evaluative values found in the conversations of the American epic historical romance film
Because of time limitation, the data was just limited in the first part of the film, which is about 8,500 words long on the website Scripts.com (2019).
Significance of the study
This study highlights the crucial role of Appraisal Theory as an analytical framework for examining language, not only in newspapers but also across diverse fields It aims to serve as a valuable reference for researchers interested in exploring film language and its expressive features Additionally, the research provides teachers with comprehensive knowledge of Appraisal Theory to enhance their students' productive language skills The findings are intended to be a reliable resource for students studying English, supporting their understanding of evaluative language in various contexts.
Organization of the study
The study consists of five chapters, and each one takes responsibility for a particular function
This initial chapter provides a comprehensive overview of the study, outlining the rationale behind the research, its primary aims and objectives, and the key research questions It also defines the scope of the study, highlighting its boundaries and focus areas Additionally, the chapter emphasizes the significance of the research and details the organization of the entire study to guide readers through its structure.
LITERATURE REVIEW
Appraisal Theory
The Appraisal framework was developed by Martin and White and their colleagues in the 1990s and 2000s This framework
This article analyzes how texts convey positive or negative assessments, focusing on the language features that strengthen or weaken the intensity and directness of attitudinal expressions It also examines how speakers and writers engage dialogistically with previous speakers or potential respondents, shaping the interaction and impact of the message.
Appraisal Theory, introduced by Peter (2015), provides a framework for the evaluative use of language, enabling writers and speakers to assess people, objects, events, places, or processes Its primary purpose is to facilitate positive or negative evaluations of entities, happenings, and states of affairs within a text, helping convey attitudes and judgments effectively (Martin & White, 2005) This theory is essential for understanding how language expresses evaluation and stance in communication.
The term “language of evaluation” is made up by grouping these resources of evaluation together
The outline of Appraisal framework is introduced as in Figure 2.1 luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Figure 2.1 An overview of appraisal resources (Martin & White, 2005, p.38)
As seen in Figure 2.1 Appraisal is divided into three groups of evaluation resources, namely Engagement, Attitude and Graduation
Whenever speakers want to engage listeners in discourse, they use Engagement Engagement resources help people engage into the interaction of the conversation and also keep listeners engaged interpersonally
According to Martin and White (2005), engagement is categorized into two types: monogloss and heterogloss, as illustrated in Figure 2.2 These categories are essential for understanding how authors interact with their audience and construct their discourse, highlighting the importance of engagement strategies in effective communication.
Figure 2.2 The Engagement system (Martin & White, 2005, p104)
While Monogloss relates to factual information (single voice), Heterogloss involves in multiple voices which consist of Contract and Expand Table 2.1 will illustrate some examples related to Monogloss and
Table 2.1 The Monoglossic and the Heteroglossic
Monoglossic (no recognition of dialogistic alternatives)
Heteroglossic (recognition of dialogistic alternatives)
The banks have been greedy There is the argument though that the banks have been greedy
In my view the banks have been greedy
Callers to talkback radio see the banks as being greedy
The chairman of the consumers association has stated that the banks are being greedy
There can be no denying the banks have been greedy Everyone knows the banks are greedy
The banks haven’t been greedy
From the above examples, it is clear that the sentence “The banks have been greedy” is a fact and makes no reference to other voices or viewpoints
However, the sentence “In my view the banks have been greedy” is only an luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si idea among a range points of view and it does actively allow for dialogistic alternatives
With respect to Heterogloss, it involves in multiple voices including Contract and Expand In Contract, the speaker usually engages his own opinion with other people’s views In Expand, the speaker presents current proposition which is one view among a possible range of views By the same token, it opens space as well as engages more speakers to the conversation
Follain challenges the romanticized view of the mafia as Robin Hood-style protectors of the poor, revealing that it originated in 19th-century Sicily as armed groups defending absentee landlords' interests He also highlights how, after World War II, the mafia established strong connections with Italy’s ruling Christian Democrat party, shaping political and economic power.
In the provided contract example, the authorial voice uses reporting verbs like “shows” and “demonstrates” to present the proposition, aligning itself with the external voice This approach limits opportunities for alternative interpretations or dialogic perspectives, reinforcing a definitive and authoritative tone in the communication.
Tickner criticized the royal commission as a costly waste of money, stating he would pursue a separate inquiry led by Justice Jane Matthews Meanwhile, Aboriginal women involved in the case are calling for a female minister to investigate the religious beliefs they believe influence their opposition to the bridge construction near Goolwa, South Australia.
(Martin & White, 2005, p.102) luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
In the above example of Expand, the verb “claim” distances the textual voice and the proposition, so it invites other dialogic alternatives to the dialogic space
A contract encompasses both disclaimers—where parties deny or counter certain claims—and proclamations that concur, pronounce, or endorse specific provisions The concept of "expand" within this context involves two components: entertain, which reflects the internal voice or thoughts of the speaker, and attribute, derived from external sources or influences As illustrated in Figure 2.3, the heterogloss system is typically represented as a dynamic framework that integrates these elements to capture the multifaceted nature of contractual communication and interpretation.
Figure 2.3 The Heterogloss system (Martin & White, 2005, p.134)
Table 2.2 provides a detailed description of each sub-type of Heterogloss, offering valuable insights into this genre For those seeking to deepen their understanding, resources like thesis downloads and comprehensive master's theses are available through various academic platforms Contact information such as email addresses is often provided for further inquiries about thesis papers and academic works in this field.
Table 2.2 Types of Heterogloss (adapted from Martin & White, 2005, p.97-98)
“the textual voice positions itself as at odds with, or rejecting, some contrary position”
Proclaiming a proposition as highly warrantable—meaning it is compelling, valid, plausible, well-founded, generally agreed upon, and reliable—allows the textual voice to establish a strong position This confident assertion often suppresses or rules out alternative viewpoints, reinforcing the credibility and authority of the argument presented Such a strategy is essential in persuasive writing, as it emphasizes the strength of the proposition and influences the audience’s perception of its validity.
Entertain involves explicitly presenting a proposition rooted in its own contingent and individual subjectivity The authorial voice conveys this proposition as one among many possible perspectives, emphasizing its subjective and context-dependent nature.
“representing proposition as grounded in the subjectivity of an external voice, the textual voice represents the proposition as but one of a range of possible positions”
-You don’t need to give up potatoes to lose weight
- Although he ate potatoes most days he still lost weight
…,admittedly…etc.; some types of ‘rhetorical’ or
(concur) -I contend …, the truth of the matter is …, there can be no doubt that … etc
-it seems, the evidence suggests, apparently, I hear -perhaps, probably, maybe, it’s possible, some types of
- X said , X believes …, according to X, in X’s view (acknowledge)
- X claims that, it’s rumoured that… (distance) luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
“Attitude is concerned with our feelings, including emotional reaction, judgements of behaviour and evaluation of things” (Martin & White, 2005, p.35) This system is composed of three kinds: Affect, Judgement and Appreciation
Affect is involved in “registering positive and negative feelings: do we feel happy or sad, confident or anxious, interested or bored?” (Martin &
White, 2005, p.42) Generally, Affect deals with resources for construing emotional reactions as in the following example about feeling of shock in relation to the events of 9/11:
“The terrible events of the past week have left us with feelings – in order of occurrence – of horror, worry, anger, and now, just a general gloom.” (Mourning 2001)
(Martin & White, 2005, p.35) Affect is divided into two sub-types, including Authorial Affect
Understanding affect involves distinguishing between the author's own emotions and the emotions of characters within the text, known as observed or non-authorial affect Attitude resources, including affect values, can be positive, such as "the captain was happy," or negative, like "the captain was sad," as explained by Martin and White (2005, p.47) Recognizing these emotional expressions enhances the analysis of tone and reader engagement in texts.
Under Affect, it is concerned with positive and negative emotional responses and dispositions According to Peter (2014), it can be indicated by
verbs of emotion (Mental Processes) such as to love/to hate, to frighten/to reassure, to interest/to bore, to enrage/to placate …
adverbs (typically Circumstances of Manner) such as happily/sadly … luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
adjectives of emotion such as happy/sad, worried/confident, angry/pleased, keen/uninterested …
nominalisation such as joy/despair, confidence/insecurity … The emotional values of Affect are grouped into three main sets which are un/happiness, in/security and dis/satisfaction
The un/happiness set of meanings is related to “affairs of the heart”
Affect values, which encompass emotions like sadness, hate, happiness, and love, are fundamental in understanding human emotional responses (Martin & White, 2005, p.49) These emotions are commonly associated with expressing how individuals feel about specific situations, such as "the captain felt sad or happy" (Martin & White, 2005, p.49) Additionally, these affective states often involve directing feelings towards a "Trigger," which can be linked to liking or disliking that particular stimulus or situation.
Ecosocial well-being encompasses a range of in/security feelings, including anxiety, fear, confidence, and trust (Martin & White, 2005, p.49) For instance, the phrase “the captain felt anxious/confident” illustrates how these mood states reflect an individual's emotional state Understanding these expressions helps capture the emotional nuances related to ecosocial well-being.
Previous relevant studies
2.2.1 Studies on conversations applying different approaches
Film language primarily manifests through conversations and dialogues, making the study of film language largely focused on analyzing conversational exchanges Consequently, research on film language should prioritize the examination of dialogue and spoken interactions A review of previous studies will thus be centered on relevant literature related to conversations in film.
Conversation encompasses various communicative situations involving interactive exchanges between two or more people, enabling information sharing, relationship building, and goal attainment Scholars analyze conversation through diverse approaches such as Pragmatics, Applied Linguistics, and Discourse Analysis to better understand its dynamics and significance.
Research by Janice, Brian, and Mayhew (1977) explores the role of pragmatics in memory, emphasizing how natural, purposeful communication influences recall Pragmatic information—covering the speaker’s intentions, beliefs, and attitude—plays a crucial role in understanding utterances’ interactional content Control studies reveal that memory performance varies between high and low interactional content statements, primarily due to differences in sentence properties or the reconstruction process informed by knowledge of the speaker’s stylistic habits Additionally, Brasdefe’s study further examines how contextual and pragmatic factors impact memory retention.
This article provides pedagogical guidance for teaching students about pragmatics, focusing on enhancing communication skills across various conversational discourses The findings deepen our understanding of second language pragmatics, emphasizing the crucial role of pragmalinguistic resources in producing and comprehending speech acts effectively Additionally, Nguyễn Thùy Gia Ly’s research supports the importance of integrating pragmatics into language education to improve students’ conversational competence.
This study investigates the use of conceptual metaphors in Margaret Mitchell's "Gone with the Wind" and its Vietnamese translation, "Cuốn Theo Chiều Gió" by Vũ Kim Thư It aims to analyze how these metaphors are translated into Vietnamese and compare their usage between the original and translated texts The findings reveal that the popularity of certain conceptual metaphors influences the translation of conversations, affecting translational accuracy and effectiveness Overall, the research highlights the impact of conceptual metaphors on translation quality and communication clarity in literary works.
Applying insights from Applied Linguistics, Wong (2002) highlights significant discrepancies between real telephone interactions, as analyzed in conversation analysis research, and the examples found in ESL textbooks, noting that textbooks often omit essential sequences like answer summons, identification, greetings, and small talk, illustrating the gap between linguistic competence and performance Additionally, Michael (1983) emphasizes that modifications in conversation structure are more crucial among native speakers than non-native speakers, with specific strategies identified to address conversational difficulties, repair discourse, and enhance interaction effectiveness.
Discourse analysis plays a crucial role in understanding social dimensions of prejudice, as highlighted by Dijk (1984), who examines how prejudiced talks often reflect social interactions and can manifest as verbal discrimination against ethnic minorities Horton (2017), within the framework of Conversation Analysis, explores the interpersonal and psychological factors influencing spoken discourse, presenting a comprehensive model that illustrates how these components interact in various conversational contexts Additionally, incorporating interpersonal factors such as politeness and socio-cultural variations is essential for a thorough analysis of everyday communication.
Extensive research has been conducted on conversations across various discourses, contributing valuable insights to multiple fields of linguistics These studies aim to understand the practical aspects of communication, shedding light on the key features that characterize conversations Overall, the findings reveal important linguistic patterns and social dynamics inherent in conversational interactions, enhancing our comprehension of effective communication.
2.2.2 Studies on different genres using Appraisal Theory
In the light of Appraisal Theory, a productive theoretical framework, a lot of scientific investigations have been conducted in different discourses like English literary works, news discourse, academic and narrative discourse
Shuhong and Yali (2006) explore how Appraisal resources at the word, clause, and discourse levels reveal the power dynamics between characters in the English literary work “Blackmail” from “Hotel.” Additionally, Xia and Li (2011) focus on analyzing Attitude resources to understand character personalities and relationships in “Pride and Prejudice.” These studies highlight the importance of linguistic resources in literary analysis for uncovering underlying themes and character interactions For SEO purposes, incorporating keywords such as “literary analysis,” “Appraisal resources,” “Attitude resources,” and “English literary works” enhances visibility for related searches.
Prejudice” and after that they consider the attitudes of the main character-
Research indicates that attitude resources are crucial for expressing emotional feelings and developing character personalities, as demonstrated in recent studies In the field of translation, experts like Khrisna and Dyah emphasize the importance of attitude resources in conveying nuanced meanings and authentic emotional tones, highlighting their role in enhancing communication and cultural understanding.
(2016) make an Appraisal Analysis on the main character of the novel “The
Old Man and the Sea” (Santiago) and its three Indonesian-translated versions
This framework assesses Santiago’s physical appearance (Appreciation), emotional feelings (Affect), and personality (Judgement), highlighting its effectiveness in character analysis Similarly, Nuraisiah et al (2018) examine attitudes toward sexism in the "Gone Girl" novel to reveal how Attitude resources reflect gender biases and the writer’s sexist perspective These studies demonstrate that Attitude resources are essential for portraying characters’ appearances, emotions, and personalities, as well as uncovering the author's stance on social issues.
Numerous studies have applied Appraisal Theory to news discourse analysis, providing valuable insights into language use and emotional engagement For example, Shizhu and Jinlong (2004) conducted a study analyzing the three systems of Appraisal Theory in news discourse, highlighting their dominant features Their research offers a comprehensive understanding of how evaluative language shapes news presentation and audience perception.
Evaluative reading is a novel approach to news consumption that emphasizes the analysis of how reports convey ideology Zhang and Liu (2015) examined the distribution of Appraisal resources in 32 news articles from The New York Times and China Daily (English version), focusing on the Engagement system to understand ideological expression in media Their findings reveal that similar patterns of Engagement resource distribution are used across news reports when expressing specific ideological attitudes Additionally, Sabao's study further explores the role of Appraisal resources in shaping ideological perspectives within news discourse.
In 2016, research was conducted on the use of an Appraisal linguistic discourse approach to analyze the concept of “objectivity” in “hard” news reports This study explores how language choices influence perceptions of impartiality and credibility in journalistic reporting, providing valuable insights into the role of linguistic features in shaping news objectivity.
This analysis compares two Zimbabwean newspaper reports on the death of retired General Solomon Mujuru, highlighting the role of Appraisal Theory in interpreting how language conveys attitude and evaluative perspectives The study demonstrates that Appraisal Theory helps reveal underlying sentiments, including the appraisers, objects of appraisal, and expressed attitudes, enabling reporters to adopt evaluative positions aligned with various viewpoints Additionally, Hien (2016) explores the interpersonal function in English press commentaries through functional grammar and evaluation theory, emphasizing the importance of these frameworks in understanding sentiment layers and engagement strategies in media language.
Besides, a large number of studies involving the application of Appraisal Theory are also found in the field of academic discourse (Liu,
RESEARCH METHODOLOGY
Research methods
In order to analyze the values of evaluation in the language of the film
This study on "Gone with the Wind" employed both quantitative and qualitative methods The quantitative approach analyzed the frequency of evaluative values within the film transcript, providing insights into how often each value is used These findings help to understand the prevalence and significance of specific evaluative language in the film, contributing to a deeper analysis of its rhetorical and thematic elements.
A qualitative research approach was employed to explore the core evaluation values within the film, analyzing various examples to identify key features The findings from this analysis were then discussed to highlight the roles these evaluation values play in shaping the film's overall meaning and impact.
Procedure
The research process began with a comprehensive review of relevant studies to identify existing research gaps Analyzing the data through Appraisal Theory provided a solid theoretical framework The “Gone with the Wind” film transcript was collected from an online source for analysis The transcript was systematically examined and categorized into sub-types of Attitude, Engagement, and Graduation, with their frequencies of occurrence recorded Finally, the results were presented using tables and charts, and the findings were discussed with supporting illustrations to draw meaningful conclusions Recommendations and suggestions for future research were also included to guide further studies.
Data collection
The data collected for studying the research is the transcript of Part 1 in the American epic historical romance film named “Gone with the Wind”
The source of the data was collected from the website Springfield
(2005) The length of the first part is 1 hour 12 minutes and its subtitle consists of nearly 8,500 words.
Data analysis
An 8,500-word film transcript was analyzed using Appraisal Theory to explore its emotional and evaluative language The study focused on identifying key instances of Attitude, Engagement, and Graduation sub-types, providing insights into how the film's dialogue conveys opinions, feelings, and evaluations This analysis highlights the role of Appraisal Theory in understanding the expressive function of language in film scripts, emphasizing how filmmakers utilize lexical choices to shape audience perception and emotional response.
After that, the frequencies of occurrence of those evaluative resources were quantitatively and respectively converted into percentage in the form of tables and charts
The article discusses the distribution of key audience reactions—Attitude, Engagement, and Appreciation—in the film, providing illustrative examples to clarify their roles By comparing these elements, the analysis highlights how each reaction contributes to the overall understanding of viewer response, with detailed insights into their specific functions within the cinematic experience.
FINDINGS AND DISCUSSION
Engagement, Attitude and Graduation in “Gone with the Wind” film
The initial analysis of the "Gone with the Wind" film subtitles identifies three primary types of appraisal resources: Engagement, Attitude, and Graduation, with a total of 1,767 instances These appraisal types reflect the ways speakers encode their evaluations and attitudes within the dialogue Table 4.1 and Figure 4.1 present detailed numerical data on the frequency of each appraisal category, offering insights into their relative prominence in the film's subtitles Understanding these appraisal resources enhances our comprehension of the emotional and evaluative language used throughout the film.
Table 4.1 Types of Appraisal values in the data
No Appraisal types Frequency of occurrence Percentage
Total 1767 100% luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Figure 4.1 Distribution of Engagement, Attitude and Graduation in the data
Figure 4.1 illustrates the distribution of Engagement, Attitude, and Graduation in the "Gone with the Wind" film subtitle, revealing an unbalanced allocation of these evaluative resources Engagement overwhelmingly dominates the distribution, accounting for 56.42% of the total, indicating its significant role in the subtitle’s evaluative landscape Attitude resources represent 28.92%, roughly twice as prevalent as Graduation resources, which comprise only 14.66% Notably, Graduation exhibits the smallest proportion among the three, being nearly four times less than Engagement—54.62% versus 14.66%—highlighting its comparatively minor role in the overall evaluative framework.
Engagement Attitude Graduation luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Engagement in “Gone with the Wind” film subtitle
Engagement is the dominant type of appraisal value due to its crucial role in conversations It effectively presents propositions, rejects contradictory positions, and facilitates negotiation, making it essential for dynamic and interactive communication.
Figure 4.2 Distribution of sub-types of Engagement in the data
Heterogloss dominates the data, accounting for 70.71% of instances, significantly surpassing Monogloss Despite Monogloss representing only 29.29% of the total resources, it plays a crucial role in the dataset This distribution highlights the prominence of heteroglossical features while underscoring the essential contribution of monogloss in the analyzed context.
Monogloss has a duty to provide factual information as well as bare assertion about things that a character strongly believes to be true in a conversation In some cases, Monogloss takes the part of giving facts related
Monogloss Heterogloss luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si to the topic of the conversation with no overt reference to other subjects as following
[GWTW.U226] (Mammy) - “Well-brought-up young ladies take naps at parties”…
[GWTW.U259] (Ashley) - Most of the miseries of the world were caused by wars
Rhett emphasizes that the opposing side has extensive industrial assets like factories, shipyards, coal mines, and a powerful fleet to blockade our harbors and cause starvation Meanwhile, our resources are limited to cotton, slaves, and arrogance, highlighting our vulnerabilities in the conflict.
This article highlights the use of Monogloss for providing additional information and asserting key points within a conversation For example, Mammy emphasizes the importance of taking naps at parties, illustrating how Monogloss adds a factual detail to support her statement Similarly, the mention that wars have caused most of the world's miseries serves as evidence to counter the idea that war is justified, reinforcing the conversation’s stance Additionally, Mr Butler underscores the strength of the Yankees by listing their industrial assets such as factories, shipyards, and coal mines, contrasting this with the country’s reliance on cotton, slaves, and arrogance, thus implicitly highlighting the disadvantages of going to war These examples demonstrate how Monogloss effectively combines information and assertion to strengthen dialogue and thematic clarity.
Monogloss is characterized by strong assertions, statements, or claims about an event Data analysis indicates that the majority of Monogloss instances function as assertions or claims The data provides typical examples of Monogloss use, illustrating how this linguistic feature emphasizes certainty and emphatic expression Effective use of Monogloss can enhance clarity and assertiveness in communication, making it a valuable tool in various contexts For further research or examples, academic resources like thesis downloads and related materials are available.
[GWTW.U13] (Scarlett) -This war talk is spoiling all the fun at every part war talk in this spring
[GWTW.U303] (Scarlett) - You led me on, you made me believe you wanted to marry me
In example [GWTW.U13], Monogloss asserts that war talks have spoiled the joy of spring, highlighting how external conflicts disrupt personal happiness In example [GWTW.U303], this statement is used to reveal Scarlett’s illusions about Ashley’s love for her, emphasizing her misguided hopes Additionally, in example [GWTW.U298], Ashley’s declaration of his deep love and understanding for Melanie deeply hurts Scarlett’s feelings, illustrating the emotional impact of contrasting affections and misunderstandings.
[GWTW.U298] (Ashley) - She's part of my blood and we understand each other
The analysis reveals that the scriptwriter primarily used Monogloss to present new facts and claims within the conversation, aiming to provide additional information and reinforce the credibility of the facts for the audience.
Heterogloss is a widely used resource in the data, accounting for approximately 70.71% of instances, highlighting its popularity The concept encompasses various sub-types, including typical expressions such as "I think," "they say," "of course," "it seems to me," as well as conjunctions and negations like "yet," "although," "but," "never," and "no." These diverse elements exemplify the versatility of Heterogloss in linguistic and communicative contexts, making it a significant focus for SEO-driven content on language resources.
Heterogloss enhances engagement by connecting speakers' opinions with those of others, providing a diverse range of perspectives It facilitates the presentation of propositions within a broad spectrum of views, enriching the discourse and encouraging critical thinking This approach is essential for creating meaningful and inclusive conversations, making it a valuable tool in academic and communication contexts To explore more on this topic, download the latest master's thesis at luan van tot nghiep download luanvanfull moi nhat and contact us at z z @gmail.com for further information.
[GWTW.U16] (Stuart) - Why, honey, of course there's going to be a war!
[GWTW.U262] (Rhett) - I think it's hard winning a war with words, gentlemen
In example [GWTW.U16], Stuart’s use of “Of course” demonstrates his agreement and engagement with others regarding the imminent outbreak of war, highlighting shared perspectives Similarly, in example [GWTW.U262], Rhett’s statement “winning a war with words seems to be impossible” reflects his personal viewpoint, distinguished by the phrase “I think,” which indicates his individual opinion that may differ from others.
The purpose of this is to enrich and widen the topic of the conversation and invites more opinions from other speakers to join in the discussion
Furthermore, Heterogloss is an essential element which makes every conversation in the film coherent by using negation and concession as the following examples show
[GWTW.U228] (Mammy) - No and you ain't gonna see no Yankee girls at the ball tonight neither
[GWTW.U475] (Scarlett) - Well, I won’t kiss you for it either
(Rhett) - Open your eyes and look at me
(Scarlett) –No, I don’t think I will kiss you although you need kissing badly
Heteroglosses in the text illustrate how Mammy’s denial interacts with Scarlett’s perspective, specifically her belief that young Yankee girls do not need naps at parties This dialogue employs negation through words like “no” and “ain’t,” serving as a means to reject contrary situations and expand the conversation Additionally, the use of negation words such as “won’t,” “no,” and “don’t,” combined with concessive conjunctions like “although,” further emphasizes the nuanced dynamics of affirmation and contradiction within the text.
“although” introduces a statement “you need kissing badly” that makes the main statement “I don’t think I will kiss you” surprising
Heterogloss plays a crucial role in advancing the development of arguments, highlighting its significance in effective communication Supporting this, additional examples from the data demonstrate how heterogloss contributes to enriching and strengthening argumentative discourse.
[GWTW.U273-U274] (Rhett) - Perhaps you won’t mind if I walk about and look over your place I seem to be spoiling everybody's brandy and cigars and dreams of victory
(Men’s voices) - That's just about what you could expect from somebody like Rhett Butler You did everything but call him out
[GWTW.U250-U253] (Stuart) -There won’t even be a battle They’ll just turn and run every time
(Charles) - One Southerner can lick 20 Yankees
(Stuart) - We’ll finish them in one battle Gentlemen can always fight better than rabble
(Kennedy) - Yes, gentlemen always can fight better than rabble
Examples in the article demonstrate the use of heterogloss through contractions like “won’t” and phrases such as “won’t even,” which serve to express speakers’ disagreement and provoke discussion The scriptwriter employs heterogloss in example [GWTW.U273-U274] to highlight individual subjectivity rather than objective facts, emphasizing Rhett Butler’s inner thoughts by using words like “just” to indicate possibility (“could”) and contrast (“but”) Additionally, in example [GWTW.U250-U253], heterogloss underscores the simplicity of the enemy with the repeated use of “just,” while the frequent repetition of “can” by characters Charles, Stuart, and Kenny emphasizes their confidence and ability in fighting, showcasing how heterogloss conveys nuance, attitude, and character perspective in dialogue.
For the last function, Heterogloss helps to expose internal voice of speaker through some typical words like “perhaps”, “must”… as in
[GWTW.U162] and [GWTW.U334] as following
[GWTW.U162] (Scarlett) - I've been looking for you everywhere
I've got something I must tell you
[GWTW.U334] (Charles) - But I thought perhaps now - now that we're going and you say that you'll be sorry - Oh, Miss O'Hara, I told you I loved you
Attitudinal Resources in “Gone with the Wind” film subtitle
This section examines linguistic resources related to Attitude in the data, highlighting its significance in the film "Gone with the Wind." The findings confirm that Attitude resources are prominently featured in epic historical romance films, aligning with common expectations The analysis reveals that Attitude manifests through Affect, Judgement, and Appreciation, reflecting various emotional and evaluative expressions Additionally, the study considers the roles of both positive and negative Attitude resources, emphasizing their impact on the overall tone and meaning of the discourse.
4.3.1 Attitudinal Resources in the data
Attitude encompasses individuals' emotional reactions, judgments of behavior, and evaluations of things It is comprised of three key components: Affect, Judgment, and Appreciation Understanding the detailed contributions of these sub-types of attitude is essential for analyzing behavioral data, as illustrated in Figure 4.3 For those seeking in-depth insights, downloadable resources like graduate theses are available, providing comprehensive academic perspectives.
Figure 4.3 Distribution of sub-types of Attitude in the data
Figure 4.3 provides valuable insights into the numerical data concerning the contribution of the three sub-types of Attitude The analysis reveals a noticeable variation in the distribution of these sub-types, highlighting important differences that warrant further attention Understanding these distinctions can enhance the effectiveness of attitude-related research and interventions.
Judgement constitutes the largest portion of Attitudinal resources at 39.92%, highlighting its prominence in portraying characters' behaviors, such as Scarlett, Rhett, and Ashley Appreciation ranks second with 30.33%, followed closely by Affect at 29.75%, making Affect the least frequent but still significant element The nearly equal proportions of Appreciation and Affect indicate a balanced emphasis on emotional expression and evaluative judgments in the data Together, these distributions reveal how language features in the film convey both character assessment and emotional responses.
Affect Judgement Appreciation luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
4.3.1.1 Affect resources in the data
With respect to Affect, it only makes up 29.75% of total Attitude resources, making it the least frequently used figure However, their contribution cannot be ignored because of some reasons
Affect captures the emotions of a speaker or writer, reflecting positive or negative feelings and reactions to behaviours, processes, and phenomena It enables speakers to present themselves in certain emotional lights and foster solidarity with their audiences Typically expressed through adjectives, verbal elements, comment adjuncts, and nominalizations, Affect arouses a range of feelings such as happiness, sadness, confidence, anxiety, interest, or boredom Understanding how Affect functions helps in analyzing how language conveys emotional intent and influences audience perception, making it a vital component in effective communication (Martin & White, 2005).
[GWTW.U284-U287] (Ashley) - What are you up to? Well, why aren’t you upstairs resting with the other girls? What is this, Scarlett? A secret ?
(Scarlett) - Oh, Ashley, Ashley I love you (Ashley) - Scarlett!
[GWTW.U289-U291] (Scarlett) - Oh, don’t tease me now Have I your heart, my darling? I love you, I love you
(Ashley) -You mustn’t say such things You’ll hate me for hearing them luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
(Scarlett) -Oh, I could never hate you, and I know you must care about me because
Oh, you do care, don't you?
The affect items "love" in [GWTW.U284-U287] and [GWTW.U289-U291] primarily reflect Scarlett's intense feelings of love for Ashley, emphasized through repeated use to convey her deep emotional attachment The repeated verb "love" symbolizes happiness and portrays Scarlett's longing for genuine affection, setting an emotional tone of yearning for true love Conversely, the verb "hate" relates to negative emotions such as hatred, representing the unhappiness associated with troubled romantic relationships, highlighting the emotional conflicts faced by the characters.
A quantitative approach to Affect values indicates that the range of Affect items available is extensive, significantly contributing to increased happiness Scriptwriters use diverse positive Affect expressions to foster uplifting emotions and genuine appreciation in conversations These happy Affect expressions are particularly emphasized in specific examples, highlighting their role in promoting positive interactions and emotional well-being.
[GWTW.U150-U151] (Gerald) -There's none in the county can touch you, and none in the state
(Scarlett) - Pa! So it's proud of yourself, you are
[GWTW.U173] (Melanie) - Oh, Scarlett, you have so much life I've always admired you so I wish I could be more like you
The adjective "proud" in [GWTW.U150-U151] highlights Scarlett’s pride in her loving father, demonstrating her deep familial affection Additionally, in example [GWTW.U173], the use of the verb "admire" reveals Melanie’s feelings of admiration towards Scarlett, emphasizing their emotional connection The scriptwriter skillfully employs expressive language to convey the characters' emotions, creating a warm and engaging atmosphere in the dialogue.
To effectively convey unhappy feelings, scriptwriters utilize impressions of fierceness, boredom, and fear to foster authentic dialogue between characters This approach helps create distinct personalities for each main character from multiple perspectives, enhancing character depth Examples of these emotions include intense anger, lingering boredom, and paralyzing fear, which enrich the narrative and engage audiences Incorporating such emotional nuances is key to developing realistic characters and compelling storytelling.
[GWTW.U3] (Scarlett) - War, war, war! This war talk's spoiling all the fun at every party this spring I get so bored I could scream!
[GWTW.U181] (Scarlett) -Charles Hamilton, I want to eat barbecue with you Mind you, don’t go philandering with any other girl, 'cause I'm mighty jealous
As can be seen clearly from the first example [GWTW.U3], Scarlett’s extreme boredom and furiousness are vividly depicted through the words
The article highlights how combining contrasting emotions enhances character development and narrative rhythm; for example, the use of words like “bored” and “scream” illustrates internal conflict and emotional variance In the second example, the adjective “jealous” vividly conveys Scarlett’s feelings of envy when witnessing Charles's infidelity at the barbecue, emphasizing the complex interplay of happiness and despair This mixture of positive and negative emotions not only reveals Scarlett’s multifaceted personality but also creates a dynamic rhythm within the dialogue, capturing viewers’ attention Additionally, the strategic alternating of such emotions throughout the film’s conversations enriches the characters’ emotional depth and engages the audience by portraying a spectrum of human feelings.
4.3.1.2 Judgement resources in the data
Judgement typically pertains to the evaluation of human behavior and character, encompassing both positive and negative attitudes It plays a crucial role in understanding personal and social interactions, influencing perceptions and decision-making Effective judgement is essential for assessing moral values, character traits, and behavioral patterns, making it a fundamental aspect of social cognition Optimizing judgement skills can lead to better interpersonal relationships and more accurate evaluations of others' actions and intentions.
Judgement resources are the leading subtype among the three Attitude categories in the corpus In conversations, Judgement serves as a crucial tool for speakers to evaluate others' conduct according to moral principles, societal standards, and legal or religious rules This part of Attitude enables speakers to express admiration, criticism, praise, or condemnation, shaping social interactions and moral judgments effectively.
Firstly, Judgement appears prevalently in every conversation owing to speakers’ attitudes towards human behaviour and their character through the numerous linguistic resources and happenings as follows
[GWTW.U141] (Mammy) - Now don’t eat too fast No use having it come right back up again Why does a girl have to be so silly to catch a husband?
It is obvious that Judgement resources in example [GWTW.U141] evaluate Scarlett’s unacceptable behaviours through the words “fast” and
“silly” Therefore, by using these items in the conversation, Mammy wants to criticize Scarlett for her hastiness in a marriage and her bad eating habit
The speaker evaluates people's conduct using judgment, which is based on social ethics and accepted standards of appropriateness To clarify this concept, examples of judgment are provided below, illustrating how individuals assess behaviors according to societal norms and moral principles.
[GWTW.U230] (Scarlett) - You mind your own business! You’ll be lucky if you don't lose old whisker-face Kennedy
[GWTW.U413] (Rhett) - I can't bear to take advantage of your little-girl ideas, Miss O'Hara But I'm neither noble nor heroic
[GWTW.U478] (Scarlett) - Oh, and I suppose you think you're the proper person luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
As can be seen from the example [GWTW.U230], the expression
"Lucky" highlights Suellen's incredible luck in winning Kennedy's heart The adjective "proper" emphasizes Rhett's suitability, portraying him as a noble and heroic figure, despite his denial These judgmental terms serve to depict Rhett as a courageous individual admired by many.
Thirdly, Judgement takes on the role of evaluating person’s manner based on legal or religious rules Here are some examples of such cases
[GWTW.U175] (Ashley) - Nobody could accuse Melanie of being insincere Could they, my dear?
[GWTW.U480] (Scarlett) -You're a conceited, black-hearted varmint, Rhett Butler And I don’t know why I let you come and see me
To assess the honesty of an individual, the adjective “insincere” is used in example [GWTW.U175], where Ashley denies it to highlight Melanie’s genuine sincerity Similarly, in example [GWTW.U480], the use of “conceited” and “black-hearted” reveals insights into Rhett’s character and personal conduct Employing such judgmental language helps characterize the speakers’ personalities and offers a deeper understanding of their psychological traits.