Danh hóa trong các bài báo của tạp chí educational studies phân tích theo quan điểm chức năng hệ thống

VIETNAM NATIONAL UNIVERSITY HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES
*****

PHẠM THÚY MAI

NOMINALIZATION IN ARTICLES OF EDUCATIONAL
STUDIES: A SYSTEMIC FUNCTIONAL ANALYSIS

(Danh hóa trong các bài báo của tạp chí Educational
Studies: Phân tích theo quan điểm chức năng hệ thống)

M.A MINOR PROGRAMME THESIS

Field: English linguistics
Code: 60220201

HANOI – 2015


VIETNAM NATIONAL UNIVERSITY HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES
*****

PHẠM THÚY MAI

NOMINALIZATION IN ARTICLES OF EDUCATIONAL

STUDIES: A SYSTEMIC FUNCTIONAL ANALYSIS

(Danh hóa trong các bài báo của tạp chí Educational
Studies: Phân tích theo quan điểm chức năng hệ thống)

M.A MINOR PROGRAMME THESIS

Field: English linguistics
Code: 60220201
Supervisor: Nguyễn Thị Minh Tâm, PhD

HANOI – 2015


DECLARATION

I hereby state that I (Pham Thuy Mai, from Group K22C), being a candidate for the
degree of Master of Arts accept the requirements of the University relating to the
retention and use of Master’s Graduation Paper deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited in the library
should be accessible for the purpose of study and research, in accordance with the
normal conditions established by the librarians for the care, loan or reproduction of
the paper.

Pham Thuy Mai

i


ACKNOWLEDGEMENTS

It is my pleasure to thank those who made this thesis possible.
Firstly, I owe my deepest gratitude to my supervisor, Mrs. Nguyen Thi Minh Tam,
whose encouragement, guidance and support from the initial to the final level enabled
me to develop an understanding of the subject.
Secondly, I am truly grateful to the teachers in Faculty of Post-graduate Studies, ULIS,
VNU for their devotion to provide me with a strong foundation for my knowledge.
Last but not least, I am heartily thankful to my family – my parents and my sister, and
my close friend Nguyen Mai Le who supported me in any respect during the
completion of the study.

ii


ABSTRACT

Nominalization is a prevalent linguistic phenomenon in English, especially in English
writing. As a universal characteristic of human language, nominalization has attracted
interests of many linguists. Basing on the theory of functional grammar developed by
Halliday, this thesis aims at investigating how nominalization is realized in the articles
of Educational Studies. With the corpus of 5 research articles extracted from the
journal Educational Studies, the author has made an attempt to show the distribution of
nominalization in the articles and carry out an analysis in terms of ideational,
interpersonal and textual metafunctions. Additionally, the paper tries to examine the
possible effects of nominalization in academic discourses. The author hopes that this
paper will yield some insights and contribute to the studies of grammatical metaphor.
In addition, implications for teaching and translating academic discourses would be
offered in this thesis.

iii

TABLE OF CONTENTS

Declaration ………………………………………………………………………. i
Acknowledgements ……………………………………………………………… ii
Abstract …………………………………………………………………………..

iii

Table of contents ………………………………………………………………… iv
List of abbreviations ……………………………………………………………... vi
List of tables and figures ………………………………………………………… vii
PART A: INTRODUCTION …………………………………………………... 1
1. Rationale ………………………………………………………………………

1

2. Aims of the study ……………………………………………………………...

2

3. Scope of the study …………………………………………………………….. 2
4. Significance of the study ……………………………………………………… 2
5. Design of the study ……………………………………………………………

2

PART B: DEVELOPMENT …………………………………………………...

4

CHAPTER 1: THEORETICAL BACKGROUND ........................................... 4
1.1. Nominalization ……………………………………………………………… 4
1.1.1. Notion of nominalization …………………………………………..

4

1.1.2. Nominalization classification ……………………………………… 5
1.1.3. Nominalization in the view of Systemic Functional Grammar and
as grammatical metaphor …………………………………………………

13

1.2. Related studies ………………………………………………………………

17

CHAPTER 2: METHODOLOGY …………………………………………….

19

2.1. Corpus compilation …………………………………………………………. 19
2.2. Data collection procedure …………………………………………………...

iv

19

2.2.1. Data analyzing instruments and methods ………………………….

20

2.2.2. Analytical framework ………………………………………….......

20

CHAPTER 3: FINDINGS AND DISCUSSION ………………………………

23

3.1. Realization of nominalization in the five articles of Educational Studies …..

23

3.1.1. Distribution of nominalization …………………………………….. 23
3.1.2. Distribution of nominalization subtypes …………………………... 24
3.1.3. Nominalization in terms of ideational metafunction ………………

25

3.1.4. Nominalization in terms of interpersonal metafunction …………...

27

3.1.5. Nominalization in terms of textual metafunction ………………….

29

3.2. Possible effects of nominalization …………………………………………..

32

3.2.1. Creating objectivity ………………………………………………... 32
3.2.2. Enhancing conciseness …………………………………………….. 33
3.2.3. Creating formality …………………………………………………. 34
3.2.4. Enhancing cohesion ………………………………………………..

36

3.3. Summary …………………………………………………………………….

36

PART C: CONCLUSION AND IMPLICATIONS …………………………... 37
1. Recapitulation …………………………………………………………………

37

2. Implications for teaching and translating English academic writing …………

37

2.1. Teaching English academic writing …………………………………. 37
2.2. Translating English academic discourse …………………………….. 38
3. Limitations and suggestions for further studies ………………………………

38

REFERENCES …………………………………………………………………... 40
APPENDIX 1
APPENDIX 2

v


LIST OF ABBREVIATIONS

DA:

De-adjectival nominalization

DV:

De-verbal nominalization

CV:

Conversion

THAT:

That clause

WH:

Wh clause

TO:

To-infinitive clause

VING:

Ving clause

Eg:

Example

vi


LIST OF TABLES AND FIGURES

Page
Table 1:

Classification of nominalization

21

Table 2:

Distribution of nominalization

23

Table 3:

Ideational realization of nominalization

25

Figure 1:

Types of process in English

13

Figure 2:

Analysis in terms of transitivity

14

Figure 3a:

Analysis of metaphorical form

14

Figure 3b:

Analysis of congruent form

14

Figure 4:

Analysis in terms of mood

15

Figure 5:

Analysis in terms of theme

15

Figure 6:

Analysis in terms of transitivity, mood and theme

22

Figure 7:

Distribution of nominalization subtypes

24

Figure 8:

Interpersonal realization of nominalization

27

Figure 9:

Textual realization of nominalization

29

vii


PART A: INTRODUCTION
1. Rationale
Nominalization is a prevalent linguistic phenomenon that is commonte
that MacMurray‟s notion of the
future … school discipline
particularly
limitations
education

TO
DA
DA
THAT

Identifier
Range
Range
Verbiage

Complement
Complement
Complement

Complement

Rheme
Rheme
Rheme
Rheme

THAT

Phenomenon

Complement

Rheme

DV
DV

Range
Complement
Circumstance Adjunct

Rheme
Rheme

XCVIII


323
325326

326
328332
328
330
330
337
339
339343
342
342
343
343344
346
350
353354
354
354
355357
357
358
360362
361362
362
363
364365
365

discipline
what distinguishes … by others

CV
WH

Circumstance Adjunct
Identified
Subject

Rheme
Theme

capacity
that genuinely educational
discipline … and development
discipline
control
management
education
development
that discipline … considerable
difficulty
possession
capacity
difficulty
that genuinely educational
discipline involves pupil agency
consideration
impression
that I think … educational

DA

THAT

Identifier
Verbiage

Complement
Complement

Rheme
Rheme

CV
CV
DV
DV
DV
THAT

Possessor
Circumstance
Circumstance
Circumstance
Circumstance
Verbiage

Subject
Adjunct
Adjunct
Adjunct
Adjunct

Complement

Theme
Rheme
Rheme
Rheme
Rheme
Rheme

DV
DA
DA
THAT

Identified
Identifier
Circumstance
Verbiage

Subject
Complement
Adjunct
Complement

Rheme
Rheme
Rheme
Rheme

DV

DV
THAT

Actor
Range
Identifier

Subject
Complement
Complement

Theme
Rheme
Rheme

how discipline might be
educational
discipline
that I do not think … on the other

WH

Verbiage

Circumstance

Rheme

CV
THAT

Carrier
Verbiage

Subject
Complement

Theme
Rheme

consideration
thinking
that possessing … a child‟s moral
development
possessing … a child‟s moral
development
development
to unite the child with larger
society
that discipline … moral education

DV
DV
THAT

Actor
Verbiage
Phenomenon

Subject

Complement
Complement

Theme
Rheme
Rheme

VING

Carrier

Subject

Theme

DV
TO

Circumstance Adjunct
Identifier
Complement

Rheme
Rheme

THAT

Verbiage

Complement

Rheme

discipline

CV

Carrier

Subject

Theme

XCIX


365
365368
369370
371372
372
375376
379
380382
381382
384
385
387
389
390393

395396
398
405407
406407
408
410411
410
415
416
422423
423423
425

education
that there were … or autonomy

DV
THAT

Circumstance Adjunct
Phenomenon Complement

Rheme
Rheme

to attain … self-determination

TO

Range

Complement

Rheme

that a classroom … in morality

THAT

Phenomenon

Complement

Rheme

morality
that the rules … the pupil‟s
internal moral constitution
capacity
that teachers … on their own
terms
to see the value … on their own
terms
acceptance
how teachers … in the end
development
understanding
that all human persons … ought to
live
to become autonomous …

discipline
limitations
that human agents … an
individualizing chimera
that rational autonomy is an
individualizing chimera
richness
how school discipline …
managerial ends
discipline
initiation
initiation
that children be free … in
experience
what is valuable in experience

DA
THAT

Range
Verbiage

Subject
Complement

Theme
Rheme

DA
THAT

Carrier
Phenomenon

Subject
Complement

Rheme
Rheme

TO

Range

Complement

Rheme

DV
WH
DV
DV
THAT

Circumstance
Verbiage
Actor
Carrier
Verbiage

Adjunct
Complement
Subject
Subject
Complement

Rheme
Rheme
Rheme
Theme
Rheme

TO

Range

Complement

Rheme

DV
THAT

Range
Verbiage

Complement
Complement

Rheme

Rheme

THAT

Phenomenon

Complement

Rheme

DA
WH

Range
Complement
Circumstance Adjunct

Rheme
Rheme

CV
DV
DV
THAT

Actor
Circumstance
Range
Range

Subject
Adjunct
Subject
Complement

Rheme
Rheme
Rheme
Rheme

WH

Range

Complement

Rheme

valuations

DV

Actor

Subject

Rheme

C

428429
429432
432
432
433
433
438
439
439440
441442
441
451
451
452
452
453454
454
455459
456459
460461
462465
464
466467
466
467
467
469
469
469

to help pupils learn to become
more human
that traditional approaches … in a
community
discipline
focus
experiences
focus
discipline
education
to pay disciplined attention to
each other
that the capacity … to be learned

TO

Identifier

Complement

Rheme

THAT

Phenomenon

Complement

Rheme

CV
CV
CV
CV
CV
DV
TO

Possessor
Possessed
Circumstance
Possessed
Identified
Actor
Range

Subject
Complement
Adjunct
Complement
Subject
Subject
Complement

Rheme
Rheme
Rheme
Rheme
Rheme

Theme
Rheme

THAT

Phenomenon

Complement

Rheme

capacity
work
awareness
interests
experiences
that such philosophies … valuable
knowledge
initiation
that epistemic knowledge … a key
purpose of education
that knowledge which is … a key
purpose of education
that pupils are far from … any
meaningful sort of way
that the bodies of knowledge …
much effort
coming to understand them
that genuinely educational
engagements … liberation

engagements
discipline
liberation
engagement
discipline
release

DA
CV
DA
CV
CV
THAT

Carrier
Circumstance
Range
Range
Range
Verbiage

Subject
Adjunct
Complement
Subject
Subject
Complement

Theme
Theme

Rheme
Rheme
Rheme
Rheme

DV
THAT

Range
Verbiage

Complement
Complement

Rheme
Rheme

THAT

Identifier

Complement

Rheme

THAT

Verbiage

Complement

Rheme

THAT

Verbiage

Complement

Rheme

VING
THAT

Carrier
Verbiage

Subject
Complement

Theme
Rheme

DV
CV
DV
DV
CV
CV

Possessor
Possessed
Possessed
Carrier
Attribute
Attribute

Subject
Complement
Complement
Subject
Complement
Complement

Theme
Rheme
Rheme
Theme
Rheme
Rheme

CI


470
472
472
475
475476
475

476
476
477478
477
479
479
481482
482485
483
485
489490
490491
491
492
492 –
494
495 –
497
497
497
500
501
502
504
504

engagement
patience
courage
discipline

that learning … and experiences

DV
DA
DA
DV
THAT

Attribute
Range
Range
Actor
Range

Complement
Complement
Complement
Subject
Complement

Rheme
Rheme
Rheme
Rheme
Rheme

learning
interests
experiences
how it is … wider traditions of

knowledge too
interest
development
interest
to engage in … and knowledge

DV
CV
CV
WH

Actor
Circumstance
Circumstance
Range

Subject
Adjunct
Adjunct
Complement

Theme
Rheme
Rheme
Rheme

CV
DV
CV
TO

Circumstance
Actor
Circumstance
Range

Adjunct
Subject
Adjunct
Complement

Rheme
Theme
Rheme
Rheme

that the mere adoption …
epistemic pupil development
adoption
development
that discipline … an educational
concept
that notions of … school
discipline
discipline
advocates
that positive discipline … by
teachers
that the behaviour management
skills … their own education and

development
education
development
inspiration
how discipline might better
support the ends of education
discipline
possession
capacity

THAT

Carrier

Complement

Rheme

DV
DV
THAT

Actor
Range
Verbiage

Subject
Complement
Complement

Theme
Rheme
Rheme

THAT

Verbiage

Complement

Rheme

CV
CV
THAT

Circumstance Adjunct
Sayer
Subject
Verbiage
Complement

Rheme
Rheme
Rheme

THAT

Verbiage

Complement

Rheme

DV
DV
DV
WH

Circumstance
Circumstance
Range
Verbiage

Adjunct
Adjunct
Complement
Complement

Rheme
Rheme
Rheme
Rheme

CV
DV
DA

Carrier
Identified

Identifier

Subject
Subject
Complement

Theme
Rheme
Rheme

CII


506508
506
507
508
508
510515
511
512
518
525
533
535
537
540541
543
545
546 –

547
546
546547
547
547
549552
550
550
551
555
559
559

that genuinely educational
discipline … their own learning
and development
discipline
learning
development
understanding
that a reconceived notion of
school discipline … and the
epistemic
controlling
discipline
discussion
how discipline may be
educational
debate
value

development
what they think … in the first
place
why it is practically important …
they adopt
weakness
to offer definitive guidance … far
from it
guidance
how they should seek

THAT

Verbiage

Complement

Rheme

CV
DV
DV
DV
THAT

Possessor
Range
Range
Carrier
Verbiage

Subject
Complement
Complement
Subject
Complement

Theme
Rheme
Rheme
Theme
Rheme

DV
CV
DV
WH

Range
Range
Phenomenon
Range

Complement
Complement
Complement
Complement

Rheme
Rheme

Rheme
Rheme

CV
CV
DV
WH

Range
Carrier
Circumstance
Phenomenon

Complement
Subject
Adjunct
Adjunct

Rheme
Theme
Rheme
Rheme

WH

Identifier

Complement

Rheme

DA
TO

Possessed
Range

Complement
Complement

Rheme
Rheme

DV
WH

Range
Complement
Circumstance Adjunct

Rheme
Rheme

to arrange discipline in their
classrooms
discipline
that the philosophies … to be put
to
debate
research

discipline
discipline
challenge
difficulty

TO

Circumstance Adjunct

Rheme

CV
THAT

Range
Phenomenon

Complement
Complement

Rheme
Rheme

CV
CV
CV
CV
CV
DA

Range
Range
Range
Carrier
Circumstance
Circumstance

Complement
Complement
Subject
Subject
Adjunct
Adjunct

Rheme
Rheme
Theme
Theme
Rheme
Rheme

CIII


561

development

DV

CIV

Circumstance Adjunct

Rheme