PROCESS AS A TRANSITIVITY ELEMENT IN CLASSROOM DISCOURSE

The purposes of the study is to describe about the experiential realization through transitivity analysis in classroom discourse, and only concerns with one component of the metafunctions that is the experiential meaning. The problem investigated in this study are (1) The transitivity processes used by the teachers in English classroom context; (2) the description of processes realized by teachers in the classroom context; and (3) the field of discourse in which the processes are realized in the classroom context. This study is data -based with descriptive qualitative and quantitative in nature and the method is observational. The location of the sudy were in 2 schools,and the subjects of the study are 3 English teachers from both schools in Aceh tamiang 2016. In collecting the data, this study is used a means of audio-visual recording and transcriptions, and analyzed by employing Interactive Model. The result of the study from data analysis with total of clauses produced by 3 teachers each two sessions are 2175 clauses. It gained 726 clauses of Material Process (33.38%), followed by behavioural process gained 425 clauses (19.54%), relational process gained 296 clauses (13.60%), existantial process gained 287 clauses (13.19%), mental process gained 250 clauses (11.49 %), and verbal process gained 191 clauses (8.78 %).Keywords: Classroom Discourse, Process of Transitivity, Systemic Functional Linguistic

In Memory of Professor Grace Wales Shugar: Introduction to the Special Issues on “Children’s Language and Communicative Knowledge”

This paper is an outline of Grace Wales Shugar’s research approach and some of her main theses in the field of language acquisition and children’s discourse. Her idea of dual agentivity of adult-child interaction shows how to best support children’s communicative skills: It is only when children can show what they know in their own way, and when that child knowledge is received and used in a discourse process, that we can expect a child’s inner motivation to acquire knowledge from others to be maintained and to become a driving force of the child’s further development (Shugar, 1995, p. 233).

OS DISCURSOS DE TRABALHADORES AUTOGESTIONÁRIOS

The analysis of the discourse practices of workers who constitute and enable cooperatives organizations of auto management belonging to the Solidary Economy in Rio Grande do Sul appears with the main objective in this approach. It is about undertaking of industrial production in the auto management model, created from the bankruptcy of capitalist management enterprises. The study deals with the observation of the discourse process of the practices of auto managing subjects, of auto management supporters and of working class intellectuals, in this process ideas and beliefs are “disarranged”, “rearranged” and “transformed” of non linear way. This new social and discourse practices of the auto managing organization of workers can be found in different moments of the humanity history, which leads us to think about the discourse resonances and interdiscourse connections.

On the Discoursal Function of Some Special Textual Strategies in Poetic Texts: Implications for Literary Translation

The special literary patterns have already been studied under the general category of literary textual strategies where it has been argued how these textual strategies would set the special literary processes in motion in the cognitive system of the receiver leading to the formation of a special literary meaning, i.e. the literary effect (cf. Lotfipour-Saedi 1992a). The present paper will examine two types of literary textual strategies and the way they function in the activation of the special literary discourse process.