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English Department
Miriam Taverniers
Anne-Marie Simon-Vandenbergen
Link to the course homepage:
http://bank.ugent.be/mt/fg
Kristin Davidse
Liesbet Heyvaert
An Laffut
Jean-Christophe Verstraete
The following SFL courses are on offer during the academic year 1999-2000:
As members of the local SFL research group (http://www.sdu.dk/sfl) we supervise Ph.D. students and teach various courses in SFL (including multimodality) in the following languages:
David Banks
The linguistics component of our English degree has a good deal of SFL input, particularly in the 3rd year which is specifically SFL based. Teaching is in English. Until recently we were the only university in France with any SFL teaching, but it has recently been introduced at Strasbourg and Reims.
We have a 5th year course (M2 – 2nd year Masters) for students who are potential doctoral candidates. The linguistics option has 2 (out of 4) SFL-based modules. This course in taught in French.
We also have a 5th year vocational course (M2 "Rédacteur-Traducteur") in technical writing
and translation. The linguistics component of this course is mainly SFL. This course is taught in Englsh.
There are a number of postgraduate students preparing dissertations or theses under the supervision of David Banks.
John Bateman: Courses are offered within the English Deparment, but are also open to students from the Linguistics Department, Computer Science and Media-Informatics. Many of the courses are directly built on systemic-functional linguistic approaches and basic knowledge such as transitivity, appraisal and textual organization (theme, cohesion, etc.) are regularlyl covered in the first 4 semesters. Every year there is one compulsory introduction to linguistics course for around 70 students, and this is also very strongly influenced by the systemic perspective.
The degree programme at Bremen is the traditional German one of a Magister divided into a two year foundation phase and a two year further phase for more advanced courses. Students study English with either a further main subject or two further minor subjects. Within English they must study Literature and Social History in addition to Linguistics, but can set their own focus within the last 2 years so that study typically concentrate on one area rather than all three. Since the most usual expectation is still that studying English is Literature based, there are still relatively few students who take up Linguistics within English as their main area. We are trying to counterbalance this tendency by further consolidation across the linguistics offering of the faculty, i.e., including both the Linguistics Department proper (which is currently typology based) andthe linguistics sections of the other modern language departments in a more cohesive structure. This will be facilitated by the gradual move away from the Magister type framework to a more modular organization reminiscent of programmes in Britain, the U.S. and elsewhere. There is also a parallel programme for training teachers of English, which follows the Magister structure with the addition of didactics and other practical components specifically for teacher training. A number of larger research proposals are currently being prepared, in areas ranging from multimodal semiotics to human-robot interaction. Systemic, or systemically-inspired, approaches will play central roles in all of these.
Emily Purser (purser@rz.uni-potsdam.de)
Description: SFL is the basis for my language teaching programme for our students doing a degree in English studies. The programme I have designed includes translation and factual writing as compulory courses and various other options, including text grammar. Students' interest in SFG is growing steadily as a result of this programme.
Prof. Dr. Erich Steiner (erich@dude.uni-sb.de)
Dr. Stella Neumann
Dr. Robert Spence
Description: SFL is taught regularly in a variety of courses. This is not a "one-theory institution", so SFL is always taught in the context of its applications and of other theories.
Rob Spence: "I teach a seminar course every semester which
aims
to provide a brief introduction to SFL for translation students whose
native
language is German. In a good semester I make perhaps one or two
converts.
In addition, all translation students whose native language is French
do
my English Intonation course, which is exclusively based on Halliday
1970
("A Course in Spoken English: Intonation". OUP), as well as my English
Grammar course, which relies heavily on the IFG treatment of PROCESS
TYPE,
TENSE, MOOD and MODALITY, THEME/RHEME, etc. I try to use SFL insights
as
much as possible in translation classes as well, although this is made
difficult by the fact that we are not a "one-theory institution"(!):
grammar
classes for native German-speakers, which include a fair amount of
theory,
are taught (-- NOT by me! --) on the basis of Quirk, Greenbaum, Leech
and
Svartvik; and most students of English-to-German translation are
exposed
to a one-dimensional, "naive realist" theoretical treatment of
Theme/Rheme.
Wiebke Ramm and Elke Teich teach a British register theory based
seminar
course on text typology.
Prof. Dr. Elke Teich
Dr. Sabine Bartsch
Monica Holtz
Anke Schulz
Prof. Donna Miller (Head of English Language
Studies Program) (dmiller@lingue.unibo.it)
Dr. Mette Rudvin (marcomette@tiscalinet.it)
Dr. Maxine Lipson (lipson@lingue.unibo.it)
Dr. Monica Turci ( mturci@lingue.unibo.it)
Dr. Arianna Maiorani (maiorani@tin.it)
ML: The English language programme was thoroughly revamped as a result of the university reform which came into force in the academic year 2001-2002. It aims at making the theoretical and practical aspects of Functional Grammar accessible to undergraduates beginning from the very first year of their three-year university study in coordinated and cumulative 'mini-courses' of approximately 24 hours each (one 24-hour course taught in each of the three academic years of the undergraduate programme). These 'mini courses' - or 'modules' - focus on the theoretical metalinguistic description of the English language, in the belief that a meta-consideration of how English works can only aid the process of L2 language learning of young adults at the university level. These 'modules' are juxtaposed to the more traditional kind of practical EFL work done by the native speakers who concentrate on practising and perfecting language abilities and competence acquisition.
The first year module introduces the notion of language as social semiotic and a skeletal framework of FG. The syllabus includes as much of the basic description and terminology of the FG model as thought possible, accompanied with clear illustrative examples. A global vision is considered to be fundamental in the first year and more delicate theoretical points are postponed to the second year's module. In the second module, the framework is therefore explored more deeply and the analysis of slightly longer stretches of texts is introduced. APPRAISAL SYSTEMS, introduced in the first year module is also further explored in the second year (Martin 2000; White www.grammatics.com/appraisal). In the third year module, students concentrate on applying FG to the analysis of the wide range of functional text varieties. Lecture notes for the modules are all based on Halliday, 1994, IFG, while in the second and third year modules G.Thompson's Introducing Functional Grammar, 1996, is also required reading.
In addition, the course in English Linguistics, particularly recommended for those students majoring in linguistics and studying English, refines the notions taught in the above-described modules through further study of registers, including verbal art, from the textual but also intertextual perspective.
Texts adopted include:
A listing of coursesm including "Introducing Functional Grammar" and "Exploring Functional Grammar"
are given here.
CT: "The title of the course is "English Linguistics" and it is
taught
to students majoring in English Language and Literature in the
Humanities
Faculty. The course is different each year but the approach, and much
of
the reading material, is systemic. Many of the students who take the
course
also do their final thesis with me, in many cases creating a corpus and
analyzing it in ways they have learned during the course. "
Dr. Maria Freddi (maria.freddi@unipv.it)
Within the degree course in Modern Languages, Maria teaches:
Faculty of Medicine
Dr. Anthony Baldry
Anthony Baldry is an associate professor in English language and translation. He is
a leader in the fields of multimodality, multimediality, hypertext development and e-learning.
He is one of the main developers of the Multimodal Corpus Analysis System, for annotation of multimedia corpora.
Chris's interests include the theory of translation of film scripts, multimodality.
Elizabeth's interests include discourse
analysis, translation and English for specific purposes, language and
humour, the secret discourse of foreign policy making and a contrastive
analysis of thematic organization
in English translations of Italian narrative texts.
HH: "We teach an SFL course at the University of Oslo, and I have
taught
the same course at Østfold college. I've set up a homepage for
the
two courses at http://www.hf.uio.no/~hhasselg/systemic/
| Contact: | Hilde Hasselgård Department of British and American studies (http://www.hf.uio.no/iba/) University of Oslo PO box 1003 0315 Oslo Norway |
< Dra. María Martinez Lirola (mlirolaa@yahoo.es)
María teaches the following SFL course:
Laura Hidalgo
Ana Llinares
Ana Martin Uriz
Susana Murcia Bielsa
Jesus Romero
Rachel Whittaker
Various courses which include a Systemic-Functional orientation. Explicit SFG courses for 3rd and 4th years.
A list of undergraduate courses is available here.
The following courses are SFL or SFL oriented:
Contact: rachel@uam.es
Julia Lavid
Jorge Arús Hita
Marta Carretero
Juan Rafael Zamorano
MC: "At this University, one of the most important textbooks is
Downing
and Locke (1992) "A University Course in
English Grammar", which can be ascribed to systemic linguistics.
Following
this book, grammar and discourse analysis are taught from a systemic
perspective
(although it differs from Halliday in certain respects: for instance:
Downing
and Locke do have a chapter on verb complementation, and the syntactic
analysis they propose is significantly different from Halliday). "
Dr. Alfonso Rizo-Rodríguez
Dr Rizo-Rodríguez teaches a course on
Systemic-Functional
Grammar at the University of Jaen.
Contact:
Dr. Alfonso Rizo-Rodríguez
University of Jaén
E-23071 Jaén
Spain.
Tel. 34 953 212135 Fax 34 953 212197
E-mail: arizo@ujaen.es