‘The Research is Conducted…’: An Exploration of a Grammatical Metaphor Syndrome in Indonesian Research Articles

Authors

  • Putu Nur Ayomi Universitas Gadjah Mada
  • Shoshana Dreyfus University of Wollongong
  • Syamsul Hadi Gadjah Mada University
  • Adi Sutrisno Gadjah Mada University

DOI:

https://doi.org/10.21512/lc.v14i1.6342

Keywords:

grammatical metaphor, nominalization, Indonesian research articles, SFL

Abstract

The research examined the use of one grammatical metaphor (hereafter GM) syndrome frequently found in Indonesian language research articles (hereafter RAs). This syndrome followed the lexicogrammatical structure of Process+Range or Process+Medium. An interesting feature of this GM syndrome, which, to date, had not been studied, was that while GM typically increased the lexical density of a clause by condensing meaning into nominal groups. This GM syndrome seemed to do the opposite. e.g., rather than writing ‘merubah’ (changed) as Process, writers used ‘melakukan perubahan’ (do some changes), which had the structure of Process+Range. This had the effect of delexicalizing the verb as well as increasing the number of words in the clauses. Instead of seeing this form as a mere ritual in academic writing, the research sought to understand the functional role in the RAs. The data was taken from a small corpus of RAs from two refereed Indonesian humanities journals. The occurrences of this GM syndrome were identified. A systemic analysis was then conducted with a metafunctional lens, examining the ideational, interpersonal, and textual functions of this form of GM syndrome. The analysis reveals that ideationally, GM syndrome is a resource to manage technicality, abstraction, taxonomy, and activity sequence; textually, the syndrome is a resource organizing textual coherence through the management of hyperThemes; and interpersonally, the syndrome functions as a resource for Graduation, which decreases the force of propositions.

Dimensions

Plum Analytics

Author Biographies

Putu Nur Ayomi, Universitas Gadjah Mada

Doctoral Student in the Linguistic Department, Faculty of Cultural Science at Gadjah Mada University and Lecturer at  the Faculty of Foreign Languages. Mahasaraswati University of Denpasar

Shoshana Dreyfus, University of Wollongong

Senior Lecturer, Department of English Language and Linguistic, Faculty of Law, Humanities and the Arts

University of Wollongong

Syamsul Hadi, Gadjah Mada University

Professor in Arabic language and linguistic at the Faculty of Cultural Sciences, Gadjah Mada University

Adi Sutrisno, Gadjah Mada University

lecturer in English Department at Gadjah Mada University

References

Ayomi, P. N. (2018). Proses relasional dan konstruksinya dalam klausa bahasa Indonesia. Struktural Seminar Universitas Dian Nuswantoro. Semarang, Indonesia. pp. 114-124.

Cigankova, N. (2016). Grammatical expression of impersonality in LSP texts and translations. Procedia - Social and Behavioral Sciences, 231, 99-106. https://doi.org/10.1016/j.sbspro.2016.09.077.

Derewianka, B. (2003). Grammatical metaphor in the transition to adolescence. In A. M. Simon-Vandenbergen, M. Taverniers, & L. Ravelli (Eds.), Grammatical Metaphor: Views from Systemic Functional Linguistics (pp. 185-220). Amsterdam: John Benjamins Publishing.

Devrim, D. Y. (2015). Teaching grammatical metaphor: Designing pedagogical intervention. Newcastle: Cambridge Scholar Publishing.

Dreyfus, S. (2017). ‘Mum, the pot broke’: Taking responsibility (or not) in language. Discourse & Society, 28(4), 374-391. https://doi.org/10.1177/0957926517703222.

Ezeifeka, C. R. (2015). Grammatical Metaphor. SAGE Open, 5(1), 1-14. https://doi.org/10.1177/2158244015577667.

Ferreira, A. A. (2019). Sociocultural development in the spectrum of concrete and abstract ideation. Mind, Culture, and Activity, 27(1), 50-69, https://doi.org/10.1080/10749039.2019.1686027.

Halliday, M. A. K., & Matthiessen, C. M. I. (1999). Construing experience through meaning: A language-based approach to cognition. London: Cassell.

Halliday, M. A. K., & Matthiessen, C. M. I. (2014). An introduction to functional grammar (4th Ed.). London: Edward Arnold Publishers Ltd.

Hao, J., & Humphrey, S. L. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes, 42. https://doi.org/10.1016/j.jeap.2019.100793.

He, Q., & Yang, B. (2018). A corpus-based study of the correlation between text technicality and ideational metaphor in English. Lingua, 203, 51-65. https://doi.org/10.1016/j.lingua.2017.10.005.

Jalilifar, A., White, P., & Malekizadeh, N. (2017). Exploring nominalization in scientific textbooks: A cross-disciplinary study of hard and soft sciences. International Journal of English Studies, 17(2), 1-20. https://doi.org/10.6018/ijes/2017/2/272781.

Liardét, C. L. (2015). Academic literacy and grammatical metaphor: Mapping development. TESOL International Journal, 10(1), 29-46.

Liardét, C. L. (2016a). Grammatical metaphor: Distinguishing success. Journal of English for Academic Purposes, 22, 109-118. https://doi.org/10.1016/j.jeap.2016.01.009.

Liardèt, C. L. (2016b). Nominalization and grammatical metaphor: Elaborating the theory. English for Specific Purposes, 44, 16-29.

Martin, J. R., & Rose, D. (2003). Working with discourse. London: Continuum International Publishing Ltd.

Martin, J. R. (2004). Technicality and abstraction: The language for the creation of specialized texts. In M. A. K. Halliday & J. R. Martin (Eds.), The Language of science (pp. 267-291). Metehmio.

Munday, J. (2015). Engagement and graduation resources as markers of translator/interpreter positioning. Target, 27(3), 406-421. https://doi.org/10.1075/target.27.3.05mun.

Larsson, P. N. (2018). “We’re talking about mobility”: Discourse strategies for promoting disciplinary knowledge and language in educational contexts. Linguistics and Education, 48, 61-75. https://doi.org/10.1016/j.linged.2018.10.001.

Ryshina-Pankova, M. (2015). A meaning-based approach to the study of complexity in L2 writing: The case of grammatical metaphor. Journal of Second Language Writing, 29, 51-63. https://doi.org/10.1016/j.jslw.2015.06.005.

To, V. (2018). Linguistic complexity analysis: A case study of commonly-used textbooks in Vietnam. SAGE Open, 8(3), 1-13. https://doi.org/10.1177/2158244018787586.

Velázquez-Mendoza, O. (2015). The role of grammatical metaphor in the development of advanced literacy in Spanish as a first, second, and heritage language. Functional Linguistics, 2(7), 1-13. https://doi.org/10.1186/s40554-015-0020-y.

Walsh Marr, J. (2019). Making the mechanics of paraphrasing more explicit through Grammatical Metaphor. Journal of English for Academic Purposes, 42. https://doi.org/10.1016/j.jeap.2019.100783.

White, P. R. R. (2015). Appraisal theory. In T. Tracy, Karen; Ilie, Cornelia ; Sandel (Eds.), The International Encyclopedia of Language and Social Interaction. New Jersey: John Wiley & Sons, Inc.

Zhao, J. (2017). Native speaker advantage in academic writing? Conjunctive realizations in EAP writing by four groups of writers. Ampersand, 4, 47-57. https://doi.org/10.1016/j.amper.2017.07.001.

Zhu, C., & Zhang, J. (2016). Dancing with ideology: Grammatical metaphor and identity presentation in translation. Meta, 60(3), 387-405. https://doi.org/10.7202/1036135ar.

Downloads

Published

2020-07-31
Abstract 1367  .
PDF downloaded 489  .