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in a systemic functional grammar

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1 in a systemic functional grammar
Lexis and phraseology in a systemic functional grammar Gordon Tucker Centre for Language and Communication Research Cardiff University LINC SUMMER SCHOOL 2010

2 The orientation of these two sessions
grammar, lexis and phraseology as linguistic phenomena what lexical and phraseological phenomena are there to account for and model? grammar, lexis and phraseology through the lens of SFL how can these phenomena be modelled within a systemic functional lexicogrammar? LINC SUMMER SCHOOL 2010

3 overview grammar and lexis in a model/theory of language
lexical phenomena to be accounted for Cardiff SFG resources for modelling the lexicogrammar where and how lexis is modelled in general modelling the various phenomena issues and problems for an SFG approach LINC SUMMER SCHOOL 2010

4 grammar (syntax) and lexis
the standard traditional view SYNTAX LEXICON interface (meaning) potential carried by syntagmatically oriented opposition paradigmatically oriented opposition LINC SUMMER SCHOOL 2010

5 (Cristiano Broccias 2006:81-82)
Cognitive linguistics does not accept the sharp distinction made in generative grammar between syntax and the lexicon (…..) Rather, it contends that syntax and the lexicon form a continuum of constructions ranging from very specific elements (e.g. cat, kick the bucket) to increasingly more general patterns (e.g. noun, transitive construction) (Cristiano Broccias 2006:81-82) LINC SUMMER SCHOOL 2010

6 Corpus studies, based on large collections of authentic text from a range of different sources, have provided massive evidence for the interdependence of lexis and grammar (or vocabulary and syntax). They have demonstrated that two areas that have traditionally been kept apart, both in language pedagogy and in linguistic theory, are in fact inseparable. (Römer 2009) LINC SUMMER SCHOOL 2010

7 The lexicon (…. ) is simply the most delicate grammar
The lexicon (….) is simply the most delicate grammar. In other words there is only one network of lexicogrammatical options (Halliday 1978:42) LINC SUMMER SCHOOL 2010

8 why represent lexis as a system network?
it is theoretically and descriptively desirable (and arguably essential) within SFG to treat lexis as a system network of options a list of lexical entries, however well specified, does not prioritise the notion of choice lexical expressions (or their senses) classify the world of human experience in terms of differences and similarities some differences/similarities are greater than others the organisation of lexis in terms of sense relations (e.g. hyponymy, meronymy, antonymy) offers a potential solution as a point of departure e.g. Martin’s chapter on ‘ideation’ (Martin 1992) LINC SUMMER SCHOOL 2010

9 Lexical information (as represented in a dictionary
ship /ʃɪp / noun a large boat that carries people or goods by sea: There are two restaurants on board ship. a sailing / cargo / cruise ship a ship’s captain / crew / company / cook Raw materials and labour come by ship, rail or road. They boarded a ship bound for India. When the ship docked at Southampton he was rushed to hospital.—see also AIRSHIP, FLAGSHIP, LIGHTSHIP see JUMP V., SINK V., SPOIL V., TIGHT verb (-pp-) 1 [VN] to send or transport sb/sth by ship or by another means of transport: The company ships its goods all over the world. He was arrested and shipped back to the UK for trial. 2 to be available to be bought; to make sth available to be bought: [v] The software is due to ship next month. [VN] The company continues to ship more computer systems than its rivals. 3 [VN] ~ water (of a boat, etc.) to have water coming in over the sides see SHAPE V. ship sb off (disapproving) to send sb to a place where they will stay: The children were shipped off to a boarding school at an early age. LINC SUMMER SCHOOL 2010

10 (Some of the) Lexical Phenomena to be Modelled
1. grammatical (syntactic) relations (e.g. the word class, grammatical environment, colligation and grammatical consequences of the choice of a given lexical sense/item) 2. morphology and phonology 3. the experiential organisation of lexis 4. collocation 5. polysemy 6. field-specificity and genre-specificity 7. phraseology – idiom – metaphor - formulaicity 8. formality 9. technicality 10. Appraisal and evaluation 11. textual cohesion (e.g. lexical cohesion in Halliday and Hasan 1976) 12. social group variation LINC SUMMER SCHOOL 2010

11 SYSTEMIC FUNCTIONAL LINGUISTICS
LEXIS IN SYSTEMIC FUNCTIONAL LINGUISTICS LINC SUMMER SCHOOL 2010

12 Halliday’s ‘grammarian’s dream’ Lexis as Most Delicate Grammar (LAMDG)
He [the grammarian] would like to turn the whole of linguistic form into grammar, hoping to show that lexis can be defined as ‘most delicate grammar’. The exit to lexis would then be closed, and all exponents ranged in systems. No description has yet been made so delicate that we can test whether there really comes a place where increased delicacy yields no further systems: relations at this degree of delicacy can only be stated statistically, and serious statistical work has hardly begun. (Halliday 1961) LINC SUMMER SCHOOL 2010

13 The Problem of Lexical Description
It would take at least 100 volumes of the present size (689 pages: GHT) to extend the description of the grammar up to that point (grammar extended to the point of maximum delicacy) for any portion of the vocabulary of English, and as we have noted, the returns diminish the farther one proceeds) (Halliday and Matthiessen 2005:46) LINC SUMMER SCHOOL 2010

14 ‘Lexicalism’ or ‘Grammaticalism’
lexis as most delicate grammar (e.g. Halliday) grammar as most general lexis (e.g. Sinclair) lexical choice determined by grammatical choice grammatical choice determined by lexical choice or BOTH? LINC SUMMER SCHOOL 2010

15 Hoey’s Theory of Lexical Priming
In this book I want to argue for a new theory of the lexicon, which amounts to a new theory of language. The theory reverses the role of lexis and grammar, arguing that lexis is complexly and systemically structured and that grammar is an outcome of lexical structure. (Hoey 2005:1) LINC SUMMER SCHOOL 2010

16 systemic functional approaches to lexis and phraseology
Halliday 1961 Berry 1977 Fawcett 1980 Hasan 1985,1987 Martin 1992 Matthiessen 1990 Cross 1993 Tucker 1996a, 1996b, 1997, 1998, 2001, 2006, 2007 Wanner 1997 LINC SUMMER SCHOOL 2010

17 PART OF BERRY’S GENDER SYSTEMS NETWORK (BERRY 1977:62)
masc differentiated fem undifferentiated animate ANIMALHOOD human tame non-human adult MATURITY wild youthful GENDER PART OF BERRY’S GENDER SYSTEMS NETWORK (BERRY 1977:62) inanimate LINC SUMMER SCHOOL 2010

18 Hasan 1987 ‘The Grammarian’s Dream’
gather, collect, accumulate scatter, divide, distribute, strew, spill, share LINC SUMMER SCHOOL 2010

19 Martin (1992): Lexis and Ideation
male female dog : bull canine bovine mature immature (dog) (dog : cow) bitch : cow (cow) (puppy : calf) from Martin (1992:286)

20 items of clothing non-specific specific male female unmarked casual
SEX OF WEARER FORMALITY PART OF WEARER items of clothing non-specific specific male female unmarked casual long short closed opening (at front) on head around neck head body non-supporting supporting firm soft upper lower inner outer holes tubes extremities torso from Halliday and Matthiessen (1999:199) partitioned non-partitioned

21 resulting selection expressions
[unmarked] [non-specific] [body] [lower] [extremities] [supporting] [firm] shoe [unmarked] [non-specific] [body] [lower] [extremities] [supporting] [soft] slipper [unmarked] [non-specific] [body] [lower] [extremities] [non-supporting] [soft] sock

22 LEXIS IN THE CARDIFF GRAMMAR LINC SUMMER SCHOOL 2010

23 System Network and Realisation Rule Resources Available in the Cardiff Grammar for the Modelling of Lexis is the architecture of the Cardiff Grammar adequate for the representation of lexical and phraseological phenomena? LINC SUMMER SCHOOL 2010

24 LABELLED TREE STRUCTURE
the core components of a simplified systemic functional grammar (from Fawcett 2008:41) SELECTION EXPRESSION OF SEMANTIC FEATURES SYSTEM NETWORK OF SEMANTIC FEATURES MEANING re-entry REALISATION RULES AND POTENTIAL STRUCTURES ONE LAYER OF A RICHLY LABELLED TREE STRUCTURE FORM LINC SUMMER SCHOOL 2010

25 (1) a full range of system network conventions
b c d e f g h i j a o k l m n LINC SUMMER SCHOOL 2010

26 (2) realisation rules the exponence rule
: magpie_c : h < "magpie". Rule no : expound head of nominal group by the item “magpie” ngp h magpie

27 (4) preferences and re-entry rules
68.42 : by_age : 44, for mage prefer [quality, quality of thing, presenting quality of thing, age q], for mage re-enter at entity.

28 (5) re-entry into the system network
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29 b 100% b a a c c 0% 90% 10% (3) probabilities on features in systems
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30 the very first system in the Cardiff Grammar!
- MODE - TECHNICALITY entity - DIALECT situation thing (including minor relationship with thing) quantity quality - ENTITY TYPE LINC SUMMER SCHOOL 2010

31 ‘Cl’ , S @ 33, Ag by S, m < “little” etc. (REALISATION RULES)
SYSTEM NETWORK SELECTION EXPRESSION [action, two role process (1), contact, kick (3) , agent subject theme (5), information giver (6) pastness (7) , not retrospective, not modalised (31), circumstance unspecified, positive (44), etc. etc.] Cl S/Ag M C/Af ngp ngp h dd m h he kissed his little sister ‘Cl’ , 33, Ag by S, m < “little” etc. (REALISATION RULES) FUNCTIONAL STRUCTURE

32 Where and how is lexis represented in the Cardiff Grammar?
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33 From Semantics to Grammartical Unit to Lexical Class
SEMANTICS GRAMMATICAL UNIT LEXICAL CLASS Situation Clause lexical verb Thing nominal group noun Quality adjectival/adverbial group adjective adverb Minor Relationship prepositional group preposition From Semantics to Grammartical Unit to Lexical Class LINC SUMMER SCHOOL 2010

34 action mental relational process type
eat,run, touch, break, repair etc. system network for TRANSITIVITY realised in the Clause action mental relational like, love, think, see, hear, understand etc. process type be, become, equal, represent etc. LINC SUMMER SCHOOL 2010

35 cultural classification
systems in the network for THING (meanings realised in the nominal group) cultural classification particularisation THING quantification premodification modification postmodification happiness mass count hammer e.g. the, this, that, these, my e.g. a, some, three, (nominal group) big, unusual which we liked LINC SUMMER SCHOOL 2010

36 quality of thing careful quality of situation carefully QUALITY ROLE
systems in the network for QUALITY (meanings realised in the adjectival and adverbial groups) quality of thing careful quality of situation carefully QUALITY ROLE QUALITY TYPE TEMPERING CO-ORDINATION relative different thing oriented big situation oriented easy environmental sunny quality presented tempered very untempered tempering sought how co-ordinated red and white not co-ordinated LINC SUMMER SCHOOL 2010

37 Where and how is lexis represented in the Cardiff Grammar?
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38 selecting lexical senses* and items
system network is traversed features are collected (selection expression) realisation rules on features are executed lexicalisation is associated with ‘exponence’ some element of structure (e.g. the head of the nominal group) is ‘expounded by’ some lexical (and/or) morphological item LINC SUMMER SCHOOL 2010

39 realisation rules filling rules insert a unit of structure (e.g. clause, adjectival group) ‘ngp’ (= fill an element of structure with a nominal group) componence rules insert an element of structure 84 ( = insert a ‘head’ into the ngp structure at place 84) exponence rules insert a lexical (or morphological item) h < “player” (expound the ‘head’ element with the item ‘player’) S ngp ngp h h player

40 Tom Bartlett is a terrible darts player
Cl S M C ngp ngp h dd m m h Tom Bartlett is a terrible darts player LINC SUMMER SCHOOL 2010

41 part of a simplified ‘lexical’ system network
whole head part shaft tool as such saw tool hammer tool specified screwdriver chisel drill LINC SUMMER SCHOOL 2010

42 from grammatical to lexical choice
grammatical…………………………………………lexical increase in delicacy LINC SUMMER SCHOOL 2010

43 What lexical phenomena can be represented in an SFG approach such as the Cardiff Grammar?
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44 (Some of the) Lexical Phenomena to be Modelled
1. grammatical (syntactic) relations (e.g. the word class, grammatical environment, colligation and grammatical consequences of the choice of a given lexical sense/item) 2. morphology and phonology 3. the experiential organisation of lexis 4. collocation 5. polysemy 6. field-specificity and genre-specificity 7. phraseology – idiom – metaphor - formulaicity 8. formality 9. technicality 10. Appraisal and evaluation 11. textual cohesion (e.g. lexical cohesion in Halliday and Hasan 1976) 12. social group variation LINC SUMMER SCHOOL 2010

45 modelling the various phenomena
1. The grammar of lexis general grammar-lexis correlations – general colligations the individual grammar of lexical sense/items – individual colligations LINC SUMMER SCHOOL 2010

46 general grammar lexis correlations
The grammar: assigns a lexical item to a word class through its exponence relationship with a functional element of structure M < ‘give’ h < ‘electricity’ a < ‘happy’ p < ‘with’ specifies the grammatical context(s) in which a lexical item/word class operates determiner + modifier + head + qualifier determiner + adjective + noun + relative clause/prepositional group N.B. No explicit reference to word class labels such as ‘noun’, ‘adjective’ etc. LINC SUMMER SCHOOL 2010

47 individual grammar-lexis correlations
specifies grammatical dependency associated with a lexical sense e.g. complementation of verbs, intensification and complementation of adjectives she likes to go out on Fridays she likes going out on Fridays she likes parties angry with the government angry about the decision angry at the prime minister LINC SUMMER SCHOOL 2010

48 The Grammar of Verbs The system of transitivity relational mental action environmental influential event relating TRANSITIVITY

49 cognition emotion perception simple perceiver affected perceiver agent perceiver perc third party agent] mental

50 seeing feeling hearing simple perceiver LINC SUMMER SCHOOL 2010

51 places the M (Main Verb) in the clause
expounds the M with a lexical item (e.g. heard) specifies and places any realised associated Participant Role(s) specifies re-entry and preferences for the Participant Role(s) specifies any complementation types, re-entry and preferences, particularly in the case of mental processes e.g. he heard the intruder he heard the intruder arriving he heard the intruder arrive LINC SUMMER SCHOOL 2010

52 Cl S/Per M C/Ph ngp ngp Victor heard the intruder
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53 the grammar of individual lexical items: verb complementation
in and out of lexis normal like high love very high adore positive liking negative liking mental… normal dislike high loathe very high detest LINC SUMMER SCHOOL 2010

54 complementation of [liking] processes
positive liking: [+ V-ing] [+to + infinitive] [+ngp] negative liking: [+ngp] [+V-ing] (rare) [+to + infinitive] (v.v. rare or unattested) different probabilities of rareness between dislike, loathe and detest LINC SUMMER SCHOOL 2010

55 normal like high love very high adore positive liking 70% Ph thing
negative liking 70% Ph thing 70% prospective 30% Ph situation dislike % performance normal high hate very high loathe 95% Ph thing 5% Ph performance LINC SUMMER SCHOOL 2010

56 lexicalise: M < “dislike”
consequences lexicalise: M < “dislike” for Ph re-enter system network for ENTITY TYPE, prefer [95% thing/5% situation, dependent situation, performance] (e.g. ing) for Em enter system network for Thing, prefer [concrete, living, 95% human – 5% animal] LINC SUMMER SCHOOL 2010

57 re-entry into the system network with probabilities set
lexicalise as ‘dislike’ like dislike re-enter network for situation (clause) or thing (nominal group) for complementation LINC SUMMER SCHOOL 2010

58 lexical items have their own grammar
mental process remember in sense of ‘celebrate’ or ‘hold a special place in one’s memory’ he is remembered by old timers as the doctor who never sent the bill (COBUILD) the 1991 cup will always be remembered (COBUILD) 30% active 70% passive ‘lexis or grammar first’ issue

59 Lexical items often have their own grammar (?)
cultural classification particularisation THING quantification premodification modification postmodification happiness mass count hammer saw e.g. the, this, that, these, my e.g. a, some, three, big, unusual that we wanted LINC SUMMER SCHOOL 2010

60 2. Experiential Meaning LINC SUMMER SCHOOL 2010

61 lexical organisation in terms of lexical semantic relations
a holding position?

62 lexical semantic relations
The Experiential Organisation of Lexis lexical semantic relations hyponymy meronymy opposition (e.g. antonymy, complementarity etc.) identity (synonymy) (similarity) cross-classification

63 taxonomy/hyponymy thing living non-living
animal plant natural thing artefact fish mammal insect tree flower rock water instrument building

64 system network fish mammal insect tree flower rock water instrument building animal plant natural thing artefact living non-living thing

65 tool as such tool saw saw tool hammer hammer
HYPONYMY tool as such tool saw saw tool hammer hammer tool specified screwdriver screwdriver chisel chisel drill drill tool as such : h < “tool” hammer : h < “hammer”

66 whole saw saw part saw handle blade MERONYMY
parts are generalised to the extent that they are shared by different ‘wholes’ whole saw : h < “saw” handle : h < “handle”

67 sharp edge of object blunt OPPOSITION sharp : a < “sharp”
hard : a < “hard”

68 5. POLYSEMY AND HOMONYMY LINC SUMMER SCHOOL 2010

69 POLYSEMY Head 1. the part of the body which contains the eyes, ears, nose, mouth and the brain - in animals at the front of the body, in man on top, a bonobo’s head 2. the end where this part rests, the head of the bed, of the grave 3. the mind or brain, my heart says yes, but my head says no 4. a ruler or leader, head of state 5. a headache, I’ve got a terrible head this morning 6. the front side of a coin, heads or tails? 7. a measure of height or distance, he won by a short head

70 specifies polysemy/homonymy
whole body part of body head limb chest h < ‘head’ animal…. whole bed part of bed furniture… head foot h < ‘head’ whole hammer part of hammer tool… shaft head h < ‘head’ LINC SUMMER SCHOOL 2010

71 POLYSEMY A condensed and simplified section of the network showing different paths for two senses of the noun BED ...... natural thing artefact bed (32) ...... furniture ...... ...... ...... for vegetables ...... garden ...... for flowers (208) use of land 32: bed : h < “bed” 208 : for flowers : h < “bed”

72 (a lexical co-occurrence relationship)
4. COLLOCATION (a lexical co-occurrence relationship) LINC SUMMER SCHOOL 2010

73 top collocates of ? abandon aboard aircraft big board captain cargo
Collins Wordbanks data + BNC data span of 4 words either side of node (T- and Z-scores > 9.00) abandon aboard aircraft big board captain cargo carry container crew cruise greek greenpeace hospital naval navy passenger pirate plane rescue sail sea shore sink space tall

74 top collocates of ? owner patrol people pleasure race rescue ride
Collins Wordbanks data + BNC data : span of 4 words either side of node (T- and Z-scores > 9.00) owner patrol people pleasure race rescue ride river rock row sail sink sea show small speed train trip vietnamese water aboard fish fleet hire inflatable miss moor motor narrow

75 Subject + Main Verb + [Complement(s)] + [Adjunct(s)]
Participant Process [Participant(s)] [Circ(s)] Noun Verb Noun/Adjective Noun thieves steal money weekend Modifier Head Temperer + Apex Quality Thing Intensifier + Quality Adjective Noun Adverb Adjective clever thieves very clever Some very clever thieves stole the money over the weekend LINC SUMMER SCHOOL 2010

76 specifies collocational relations
lexical collocates or semantic classes of collocates that expound any functional element(s) associated with the functional element expounded by the lexical item in question (the collocant) may be specified by probabilistic preference statements. COLOUR COLLOCATES OF WINE Word Overall frequency Joint frequency t-score red white LINC SUMMER SCHOOL 2010

77 for modifier prefer [50% classifying, (48% red, 48% white), (30% dry, 30% medium, 20% sweet)]
wine (1)‏ beer cider 50% red 0% black 0% green 50% white 0% blue 0% yellow if [wine] then LINC SUMMER SCHOOL 2010

78 modifiers of wonderful (BNC through Kilgarriff’s Sketch Engine)
absolutely 48 41.65 most 117 40.0 so 68 31.41 truly 18 29.62 really 25 23.19 quite 20 20.99 very 28 18.58 just 19 16.67 rather 10 16.55 perfectly 3 9.56 pretty 9.3 deeply 2 7.04 especially 6.87 simply 5.36

79 modifiers of fantastic (BNC through Kilgarriff’s Sketch Engine)
absolutely 22 36.37 most 21 24.51 really 10 18.75 truly 3 13.17 so 6 11.56 increasingly 11.3 just 6.83

80 preferences for re-entry for the tempering (intensification) of fantastic
for td (degree temperer) prefer [tempered quality, by degree, relative degree, higher degree, 0% simple intensity /30% hyperbolic intensity/ 20% simple affective emphasis/ 30% insistent affective emphasis/20%pseudo-superlative] N.B. [simple intensity] is essentially removed from system (0%) so no *very fantastic

81 9. TECHNICALITY LINC SUMMER SCHOOL 2010

82 technicality heart specialist cardiologist bell ringer campanologist
if [technical] then h < “campanologist, else h < “bell ringer”

83 technicality non-technical technicality technical bell ringer
campanologist

84 6. FIELD SPECIFICITY LINC SUMMER SCHOOL 2010

85 lexical fields and genres
lexical field specification leads to probabilistic preferences across the network if {gardening} prefer: grow, weed, dig, prune, plant, water, rake, etc. soil, garden, border, plants, vegetables, leaves, flower etc. ripe, young, dead, green, diseased, bumper etc. many of these will be specified by preferences e.g. plant (process) will specify roses, vegetables, trees etc. as preferential complement LINC SUMMER SCHOOL 2010

86 VERSUS METAPHORICAL/IDIOMATIC REALISATION
7. CONGRUENT VERSUS METAPHORICAL/IDIOMATIC REALISATION LINC SUMMER SCHOOL 2010

87 congruent versus metaphorical/idiomatic
a nuisance a pain in the neck relax take it easy enjoy oneself have a good time LINC SUMMER SCHOOL 2010

88 congruence/metaphorical
congruent a pain in the neck nuisance nuisance if metaphorical then re-enter at thing, prefer ………., else h < “nuisance”

89 8. FORMALITY LINC SUMMER SCHOOL 2010

90 (experiential denotatative equivalence)‏
scale of formality (experiential denotatative equivalence)‏ inebriated intoxicated drunk sloshed pissed rat-arsed state of drunkenness if formal then h < “intoxicated” if casual then h < “sloshed” LINC SUMMER SCHOOL 2010

91 9. APPRAISAL AND EVALUATION LINC SUMMER SCHOOL 2010

92 appraisal and evaluation
affect judgement appreciation lexical resource to what degree does the resource for appraisal draw on the ideationally oriented resource (e.g. adjectival lexis)? LINC SUMMER SCHOOL 2010

93 10. LEXICAL COHESION LINC SUMMER SCHOOL 2010

94 logogenesis and lexical cohesion
the Rottweiler the dog the animal the hound the beast the thing referent thing LINC SUMMER SCHOOL 2010

95 11. CROSS-CLASSIFICATION
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96 cross-classifies all lexical senses in terms of contextual and lexicogrammatical relevant features
CULTURAL CLASSFICIATION FIELD SPECIFICITY FORMALITY TECHNICALITY SOCIOLINGUISTIC VARIABILITY LINC SUMMER SCHOOL 2010

97 CULTURAL CLASSIFICATION
cross-classifies all lexical senses in terms of contextually and lexicogrammatically relevant features (multiple metafunctional determination) CULTURAL CLASSIFICATION FIELD SPECIFICITY FORMALITY TECHNICALITY SOCIOLINGUISTIC VARIABILITY food grub nosh nourishment etc LINC SUMMER SCHOOL 2010

98 theoretical and descriptive issues with the ‘lexis as most delicate grammar’ approach
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99 ‘top-down’ perspective
computational applications of SFG ‘execute’ system networks in a left-right, top-down manner, moving from major clause systems to group systems. The choice of nominal lexis is therefore procedurally dependent on systems in the clause. LINC SUMMER SCHOOL 2010

100 system network as relation
clause and verbal lexis ngp and nominal lexis adjectival group and adjectival lexis LINC SUMMER SCHOOL 2010

101 some problematic issues with the LAMDG approach
1. lexical systems cannot (yet?) be entirely motivated formally (as are grammatical systems) 2. individual lexical senses/items often have their own external grammar 3. does lexical choice follow or precede grammatical choice? 4. Where does phraseology fit in? LINC SUMMER SCHOOL 2010

102 1. lexical systems cannot (yet) be motivated formally
“It may well be that the nature of language is such that this ‘most delicate grammar’ will evaporate in distinctions which are so slenderly statistical that the system has, in effect, been replaced by the open set” (Halliday 1961/1976:69). LINC SUMMER SCHOOL 2010

103 identification of lexical items by grammatical means
the difference between any lexical item in the language and any other, however minimal semantically, has a grammatical reflex (reactance) no two lexical items in the language share exactly the same set of grammatical contexts In reality, these grammatical contexts are of both a grammatical and a lexical nature (hence lexicogrammatical contexts) LINC SUMMER SCHOOL 2010

104 (co-)occurrence tendencies
(from corpus linguistic investigation) collocational: a tendency to co-occur with certain lexical items or semantic classes of lexical item colligational: a tendency to co-occur in certain grammatical frameworks rather than others discoursal: a tendency to occur in certain contexts within discourses/texts registerial/generic: a tendency to occur in certain registers and genres rather than others Lexical Priming (Hoey 2005) these are tendencies, expressible probabilistically LINC SUMMER SCHOOL 2010

105 lexical classes maximally distinguished by the grammar
THINGS [nouns] PROCESSES [verbs] QUALITIES [adjectives/adverbs] SPATIO-TEMPORAL AND LOGICAL RELATIONSHIPS [prepositions] although they do cross-classify semantically e.g. please, pleasure, pleasant, pleasantly LINC SUMMER SCHOOL 2010

106 classes of THING (nouns) maximally distinguished by the grammar
COUNT THING NON-COUNT (MASS) LINC SUMMER SCHOOL 2010

107 increase in delicacy concrete count abstract event THING mass concrete
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108 further increase in delicacy
living concrete natural non-living artefactual LINC SUMMER SCHOOL 2010

109 even further increase in delicacy
tool as such saw tool hammer tool specified screwdriver chisel drill LINC SUMMER SCHOOL 2010

110 can such features be motivated grammatically, and if so, how?
even still further increase in delicacy whole hammer head part shaft can such features be motivated grammatically, and if so, how? LINC SUMMER SCHOOL 2010

111 distribution of nouns by external (clause) function
3 0.69% 104 24.07% 41 9.49% 55 12.73% 113 26.15% 116 26.85% boat 35 8.72% 30 7.48% 62 15.46% 65 16.20% 115 28.67% 94 23.41% ship 7 1.73% 2 0.49% 84 20.79% 45 11.13% 121 29.95% 145 35.89% vessel gen m q A C S S = Subject A = Adjunct m = modifier (in ngp) C = Complement q = qualifier (in ngp) g = genitive (in ngp) LINC SUMMER SCHOOL 2010

112 distribution of nouns by internal relations (within the nominal group)
pl ps pp pa qa qual mod vessel 452 179 40% 184 41% 43 10% 127 28% 26 6% 103 23% 206 46% ship 377 135 36 % 150 40% 36 10% 129 34% 48 13% 46 12% 149 40% boat 377 179 47% 140 37% 36 10% 119 32% 81 21% 32 8% 142 38% pl = plural ps = particularised singular pp = particularised plural pa = particularised alone qa = quantified alone qual = qualified mod = modified LINC SUMMER SCHOOL 2010

113 the influence of lexical choice on other grammatical systems
TRANSITIVITY MOOD THEME VOICE LINC SUMMER SCHOOL 2010

114 ‘lexis or grammar first’ issue
mental process remember in sense of ‘celebrate’ or ‘hold a special place in one’s memory’ he is remembered by old timers as the doctor who never sent the bill (COBUILD) the 1991 cup will always be remembered (COBUILD) 30% active 70% passive ‘lexis or grammar first’ issue LINC SUMMER SCHOOL 2010

115 Where does phraseology fit in?
Idiom “The principle of idiom is that a language user has available to him or her a large number of semi-preconstructed phrases that constitute single choices, even though they might be analysable into segments” (Sinclair 1987:320) LINC SUMMER SCHOOL 2010

116 phraseological expressions
phraseological/idiomatic multi-word expressions can be specified by ‘pre-determined pathways’ through the system network obligatory features are assigned 100%, as are all features in their path semi-fixed elements will be specified by relative probabilities (e.g. 60% - 40%) LINC SUMMER SCHOOL 2010

117 ....you hear she's popped her clogs .... (COBUILD)
(…) semi-preconstructed phrases that constitute single choices, even though they might be analysable into segments” (Sinclair 1987:320) ....you hear she's popped her clogs .... (COBUILD) The process pop and the thing clog are obligatorily co-selected clog obligatorily selects for plural clogs clogs co-selects possessive determiner (his, her, their etc) The majority of clause elements are available as with the process die (TENSE, ASPECT, POLARITY, CIRCUMSTANCE etc.) but with some important restrictions ? he was popping his clogs when I last saw him LINC SUMMER SCHOOL 2010

118 euphemistic pass@ away dying
direct congruent euphemistic away dying kick-the-bucket idiomatic the bucket pop-one’s-clogs + dd + clogs LINC SUMMER SCHOOL 2010

119 Preselection all features marked preselected by rule
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120 a pre-determined pathway through a system network
100% 100% 100% 100% LINC SUMMER SCHOOL 2010

121 some features of phraseological representation in the Cardiff Grammar
because of the selection of features (and associated realisation rules) the expression will have a ‘regular’ lexicogrammatical representation. this is important (and necessary) for semi-fixed expressions and even for fixed expressions which can be subject to creativity the representation will not necessarily be ‘literal’ e.g pop one’s clogs is a one role process, like die, so one’s clogs is not a normal complement, but an extension of the verb pop. because of obligatory feature selection, the outputted expression is tantamount to unanalysed Bruce Lee popped some amyl nitrate and his clogs (COBUILD) LINC SUMMER SCHOOL 2010

122 phraseology, formulaicity, idiomaticity etc
fixed and semi-fixed expressions that seem to be outside of the lexicogrammatical area, or somewhere between grammar and lexis by and large the thin end of the wedge to tell you the truth on a bender have a nice day LINC SUMMER SCHOOL 2010


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