(Luận văn thạc sĩ) nominalization in articles of educational studies a systemic functional analysis

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 báo tạp chí Educational Studies: Phân tích theo quan điểm chức 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 báo tạp chí Educational Studies: Phân tích theo quan điểm chức 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 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 Rationale ……………………………………………………………………… Aims of the study …………………………………………………………… Scope of the study …………………………………………………………… Significance of the study ……………………………………………………… Design of the study …………………………………………………………… PART B: DEVELOPMENT ………………………………………………… CHAPTER 1: THEORETICAL BACKGROUND 1.1 Nominalization ……………………………………………………………… 1.1.1 Notion of nominalization ………………………………………… 1.1.2 Nominalization classification ……………………………………… 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 Recapitulation ………………………………………………………………… 37 Implications for teaching and translating English academic writing ………… 37 2.1 Teaching English academic writing ………………………………… 37 2.2 Translating English academic discourse …………………………… 38 Limitations and suggestions for further studies ……………………………… 38 REFERENCES ………………………………………………………………… 40 APPENDIX APPENDIX 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 Rationale Nominalization is a prevalent linguistic phenomenon that is commonly seen in academic discourses As one type of academic discourse, English research article is characterized by its reliance on nominalized structures Undeniably, formality and encapsulation are two principal features of academic writing discourse These ones could be achieved with the use of nominalization The frequent use of nominalization renders greater degree of texts‟ formality and objectiveness Both Halliday (1994/2000) and Ure (1997) think that nominalization is closely related to text formality As Halliday (1994) points out that “the nominal group is the primary resource use by the grammar for packing in lexical items at high density” (Halliday, 1994:351) Ure (1997) also holds the viewpoint that lexical density might be a norm used for measuring degree of text formality She maintains that the higher the lexical density of a text is, the more formal the text appears Therefore, nominalization could be seen as an indicator of text formality In addition, nominalization plays an important role of encapsulation (Thompson, 2000) Understanding the nature and characteristics as well as the roles of nominalization in English academic discourse would make great contribution to the perception of this discourse genre, which are necessary for academic writers Thus, it is of great necessity to conduct a study on the phenomenon of nominalization in academic discourses if we want to learn more about this important variety of English and benefit the reading and writing of English academic discourses, especially research articles In this thesis, the writer attempts to explore how nominalization is realized in English articles with the hope that it will help readers recognize the importance of nominalization for the comprehension and this genre 486 489 493 495 495 502 502 502503 503 503 504 504 508 514 514 515 516 516 517 518 518 518 519 519 523 523 525 527 528 528 528 538 542 544 555 555556 558559 558 559 561 563 connections impact consciousness mindfulness sadness to be educated to have arrived at a destination to travel with a different view DV CV DA DA DA TO TO TO Carrier Possessed Circumstance Possessor Possessed Identified Identifier Identifier Subject Complement Adjunct Subject Complement Subject Complement Complement Theme Rheme Rheme Theme Rheme Theme Rheme Rheme What is required preparation precision taste mindfulness focus awareness needs attention concentration anxiety mindfulness education mindfulness being present … other people experience use results education impact stability increase applications lack advocates education evidence to emerge … in Schools Project WH DV DA CV DA CV DA CV DV DV DA DA DV DA VING CV CV CV DV CV DA CV DV CV CV DV DA TO Carrier Attribute Circumstance Circumstance Circumstance Range Range Circumstance Range Range Range Range Range Carrier Attribute Circumstance Identified Identifier Circumstance Identifier Circumstance Identifier Range Circumstance Receiver Range Actor Range Subject Complement Adjunct Adjunct Adjunct Complement Complement Adjunct Complement Complement Complement Subject Subject Subject Complement Adjunct Subject Complement Adjunct Complement Adjunct Complement Subject Adjunct Complement Subject Subject Complement Theme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Theme Theme Theme Rheme Rheme Theme Rheme Rheme Rheme Rheme Rheme Theme Rheme Rheme Theme Rheme Rheme that mindfulness training … wellbeing training improvements that these positive effects were maintained impact THAT Verbiage Complement Rheme DV DV DV Actor Range Range Subject Complement Complement Theme Rheme Rheme CV Range Complement Rheme XC 563 565 571 574 575 study results need importance development CV CV CV DA DA XCI Circumstance Identified Existent Range Range Adjunct Subject Complement Complement Complement Rheme Theme Rheme Rheme Rheme NOMINALIZATION IN THE ARTICLE V Line 3-4 9-10 10 11 12 16 17 18 19 20 24 25 30 31 31 34 34-35 36 39-41 43 45 46-49 46 47 48 50 50-53 THAT THAT THAT Semantic role Ideational Interpersonal Range Complement Verbiage Complement Range Complement Texual Rheme Rheem Rheme DV DA DA CV DV TO TO CV CV CV DV DV CV DV WH Identified Identifier Circumstance Range Range Range Range Circumstance Verbiage Range Circumstance Possessed Possessed Range Carrier Subject Complement Adjunct Complement Complement Complement Complement Adjunct Adjunct Complement Adjunct Complement Complement Complement Subject Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Theme DV THAT Attribute Carrier Complement Complement Rheme Rheme DV TO Possessor Range Subject Complement Theme Rheme THAT Verbiage Complement Rheme DV DV DV DV THAT Actor Circumstance Circumstance Actor Range Subject Adjunct Adjunct Subject Complement Theme Rheme Rheme Theme Rheme Nominalization Type that notions … school discipline that this is unhelpful that discipline … an educational concept possession capacity difficulty discipline development to act … about themselves to engage … and knowledge interests discipline influence management management rewards encouraging what constitutes positive behaviour expectation that the most frequently bought literature … your class variety education to get pupils on task and engaged in learning that the emphasis … to behave better emphasis education development argument that advocates of behaviour management … by teachers XCII 51 52-53 52 53-56 54 55 56 56 59-60 62 62 63 63-65 65 65 66 73 77-78 77 78-80 83 83 85 87 88-90 88 90 90-92 90 91 92 advocates that positive discipline … by teachers management that the behaviour management skills … their own education and development management understanding education development how discipline might better support the ends of education possession capacity difficulty that genuinely educational discipline … and development learning development understanding discipline contemplating … the paper implications that when it comes to … managerial ends behaviour difference advocates management that the meaning of discipline … mere punishment meaning punishment that discipline is actually concerned … social order discipline guidance responsibilities CV THAT Sayer Verbiage Subject Complement Theme Rheme DV THAT Range Verbiage Subject Complement Rheme Rheme DV DV DV DV WH Range Circumstance Circumstance Circumstance Verbiage Subject Adjunct Adjunct Adjunct Complement Theme Rheme Rheme Rheme Rheme DV DA DA THAT Identified Identifier Circumstance Verbiage Subject Complement Adjunct Complement Theme Rheme Rheme Rheme DV DV DV CV VING DV THAT Range Range Range Range Circumstance Phenomenon Verbiage Complement Complement Subject Complement Adjunct Complement Complement Rheme Rheme Theme Rheme Rheme Rheme Rheme DV DA CV DV THAT Identifier Range Identifier Carrier Verbiage Complement Complement Complement Subject Complement Rheme Rheme Rheme Theme Rheme DV DV THAT Phenomenon Subject Circumstance Adjunct Verbiage Complement Theme Rheme Rheme CV DV DA Carrier Subject Circumstance Adjunct Range Complement Theme Rheme Rheme XCIII 93 95 95 96 97-98 98-100 99 104105 104 107 107 107 107 109 111112 113 114 115 116 117 119 122 123 124 125 126 126 127128 130 130 130132 132 132 133 distinction discipline brining human activity punishment what happens … to order to make … on the other discriminations that positive discipline … negative language adoption asking students … to wander to sit … to wander telling them not to wander to wander adoption how hurried or snappy our speech is how our language is heard by the student behaviour behaviour discipline behaviours discipline confidence movements instruction engagement confidence frequency how physically close … to them DA CV VING DV WH TO DV THAT Verbiage Carrier Circumstance Carrier Circumstance Range Range Verbiage Complement Subject Adjunct Subject Adjunct Complement Complement Complement Rheme Theme Rheme Theme Rheme Rheme Rheme Rheme DV VING TO VING TO DV WH Range Identifier Verbiage Circumstance Verbiage Circumstance Circumstance Complement Complement Complement Adjunct Complement Adjunct Adjunct Rheme Rheme Rheme Rheme Rheme Rheme Rheme WH Identified Subject Theme DV DV CV DV CV DA DV DV DV DA DA WH Circumstance Verbiage Range Phenomenon Range Circumstance Actor Circumstance Range Range Circumstance Phenomenon Adjunct Complement Complement Complement Complement Adjunct Subject Adjunct Complement Complement Adjunct Complement Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme attention interest to gain … the eye contact DV CV TO Identifier Identifier Carrier Complement Complement Complement Rheme Rheme Rheme ambiguity meaning use DA DV CV Range Complement Circumstance Adjunct Actor Subject Rheme Rheme Theme XCIV 133 135136 137 137 138 139 140 141 141 142 145 145 149 149 155 157159 157 158 159 163 164 170 173 173 174 175 176177 177 177180 178 178 178- expectation that these skills … on discipline DV THAT Range Verbiage Complement Complement Rheme Rheme that positive alteration … the behaviour of students alteration behaviour that this is not manipulation or mere technique adoption behaviours improvement behaviour desire solutions that the consistent application … social norms application assertion that effective behaviour management … pupil discipline management behaviours discipline declaration behaviours adoption reinforcement behaviour intention frequency that teachers … desired behaviours behaviours that teachers …reinforcements THAT Verbiage Complement Rheme DV DV THAT Actor Range Verbiage Subject Complement Complement Theme Rheme Rheme DV DV DV DV CV CV THAT Actor Actor Range Circumstance Carrier Range Verbiage Subject Subject Complement Adjunct Subject Complement Complement Theme Theme Rheme Rheme Theme Rheme Rheme DV DV THAT Actor Range Verbiage Subject Complement Complement Theme Rheme Rheme DV DV CV DV DV DV DV DV DV DA THAT Carrier Identified Range Circumstance Carrier Carrier Actor Range Circumstance Range Verbiage Subject Subject Complement Adjunct Subject Subject Subject Subject Adjunct Complement Complement Theme Theme Rheme Theme Rheme Theme Theme Rheme Rheme Rheme Rheme DV THAT Range Phenomenon Complement Complement Rheme Rheme Range Complement Circumstance Adjunct Circumstance Adjunct Rheme Rheme Rheme behaviour DV directions DV adopting the positivist language of VING XCV 180 180 184 185 186 192194 196 197 199200 199200 200 201 202 205 207 207 209 213215 213 214 214215 215 216 217 218 218220 218220 219 219220 221 consequences and reinforcements importance enforcement punishment responsibility that the repertoire of behaviour management skills … in our schools limitations behaviour that they both tend … brought about what good or bad behaviour consists of how it may be brought about discipline reinforcement responsibility education development reinforcements that there is … for it DA DV DV DA THAT Range Actor Attribute Range Verbiage Complement Subject Complement Complement Complement Rheme Theme Rheme Rheme Rheme DV DV THAT Circumstance Adjunct Circumstance Adjunct Identifier Complement Rheme Rheme Rheme WH Circumstance Adjunct Rheme WH CV DV DA DV DV DV THAT Circumstance Carrier Attribute Range Circumstance Circumstance Circumstance Identifier Adjunct Subject Complement Complement Adjunct Adjunct Adjunct Complement Rheme Rheme Rheme Rheme Rheme Rheme Rheme Rheme evidence behaviour taking responsibility for it DA DV VING Existent Complement Range Complement Circumstance Adjunct Rheme Rheme Rheme responsibility responsibility conduct evidence to suggest … its own sake DA DA CV DA TO Range Range Circumstance Existent Circumstance Complement Complement Adjunct Complement Adjunct Rheme Rheme Rheme Rheme Rheme that rewards and sanctions … its own sake motivation to engage in learning for its own sake desire THAT Carrier Complement Rheme DV TO Range Complement Circumstance Adjunct Rheme Rheme CV Circumstance Adjunct Rheme XCVI 221 225226 226227 227 229 230 234 234 237 237 238 239 245 249 250 253 254 254 257259 257259 257 261 262 264 264265 268 268 269 269 approval how schools might promote … in pupils how discipline … valuable learning discipline discipline discipline education development to address these questions drawing upon philosophical literature how school discipline might promote educational ends discipline awareness work observations interest engrossment that etymologically speaking … disparate things that guiding someone … good sense to perceive … to be learned CV WH Circumstance Adjunct Circumstance Adjunct Rheme Rheme WH Circumstance Adjunct Rheme CV CV CV DV DV TO VING Carrier Circumstance Circumstance Circumstance Circumstance Range Circumstance Subject Adjunct Adjunct Adjunct Adjunct Complement Adjunct Rheme Rheme Rheme Rheme Rheme Rheme Rheme WH Range Complement Rheme CV DA CV DV CV DV THAT Actor Range Possessor Possessed Identified Identifier Verbiage Subject Complement Subject Complement Subject Complement Complement Theme Rheme Theme Rheme Theme Rheme Rheme THAT Verbiage Complement Rheme TO Range Complement Rheme connection interest interest to be interested in something necessarily having wider aims and purposes DV CV CV TO Phenomenon Goal Identified Possessor Complement Subject Subject Subject Rheme Rheme Theme Theme VING Possessed Complement Rheme challenge difficulty ability to set goals based on their interests CV DA DA TO Circumstance Circumstance Possessed Circumstance Adjunct Adjunct Complement Adjunct Rheme Rheme Rheme Rheme XCVII 269 270 273 273 275 278 279 279 279 283 283 289 289 291 292 295297 295 295296 297 297 307 308 309 309 309310 310 310 311 313 321325 323 324 interests what actions are necessary to achieve these goals ambitions discipline discipline discipline responsibility learning development explanations debate control discipline control to get something done that genuine discipline … their teachers‟ guidance discipline creating spaces … a degree of agency interests guidance that human agency … the world capacity actuality possibility to act CV WH Circumstance Adjunct Circumstance Adjunct Rheme Rheme DA CV CV CV DA DV DV DV CV CV CV CV TO THAT Circumstance Carrier Carrier Possessor Range Circumstance Circumstance Circumstance Circumstance Identified Identified Carrier Circumstance Verbiage Adjunct Subject Subject Subject Complement Adjunct Adjunct Adjunct Adjunct Subject Subject Subject Adjunct Complement Rheme Theme Theme Theme Rheme Rheme Rheme Rheme Rheme Rheme Rheme Theme Rheme Rheme CV VING Identified Identifier Subject Complement Theme Rheme CV DV THAT DA DA DA TO Range Range Verbiage Identifier Range Range Identified Complement Complement Complement Complement Complement Complement Subject Rheme Rheme Rheme Rheme Rheme Rheme Theme to determine possibility possibility that only the past is wholly determinate 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 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 ... kind of grammatical metaphor 12 1.1.3 Nominalization in the view of Systemic Functional Grammar and as grammatical metaphor In Systemic Functional Grammar, language is understood as a system of. .. that lexical nominalization comprising DV, DA and CV has higher ratio compared with clausal nominalization consisting of THAT, WH, VING and TO Of four types of clausal nominalization, THAT and... that may occur when translating an academic discourse into the target language Additionally, translator should be aware of making use of nominalization when translating an academic text to achieve