| The First HCLS Conference on "Becoming a World Language: the growth of Chinese, English and Spanish | ||||
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Date : 5 - 7 December 2007 Visit the official conference website for more information |
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| Professor James Martin | ||||
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Workshops on Genre-based Literacy Teaching: the Sydney School (Part I) Date : 5 - 8 November 2007 |
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Workshop |
In this series of workshops Professor Martin will present a basic introduction to the
genre-based literacy initiatives of the Sydney School. He will begin in the first workshop
with genre, illustrating this concept and situating it with a general model of language and
relevant modalities of communication (systemic functional linguistics and semiotics). In
workshop 2 he will turn the pedagogy developed to teach students genres, including discussion
of thinking by Halliday, Painter, Bernstein and Vygotsky which influenced our teaching and
learning strategies. Then in workshop 3 he will focus on grammatical metaphor, mainly from
an ideational perspective, because of the crucial role it plays in academic discourse.
Finally in workshop 4 he will open up the question of disciplinarity and knowledge structure,
in relation to both grammatical metaphor and genre and some of Bernstein's late thinking on
horizontal and vertical discourse.
The basic aim of the workshops is to lay down some theoretical and applied foundations which can be recontextualised in relation to the e-literacy programmes being developed at City U. This series of workshops has been planned a part of a series which in its second phase would move on to consideration of genre systems, periodicity and appraisal in relation to curriculum development, and in a third phase would focus on classroom interaction, deixis and metalanguage in relation to Rose's recent development of genre-based literacy programs which pay close attention to reading. |
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| Professor Christian M. I. M. Matthiessen | ||||
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Text Analysis in translator training and translation studies Date : 12 October 2007 |
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Abstract |
The central focus of translation is text in context, covering all the phases from the source
text in its context to the translated text in its context. Translators reconstrue the meanings
of the source text in the target language, and their "competence" as translators
depends o the nature of their personalized meaning potentials in the source and target
languages, ability to map between them, and ability to operate as translators within the source
and target contexts and within the meta-context of translation. Training translators in text
analysis is analogous to teaching surgeons-in-training about human anatomy; it is a way of
empowering them as translators, expanding the range of meanings that they are aware of as
they translate and helping them make informed choices in the process of reconstruing the
meanings of the sources text in the target language. Text analysis is also a powerful tool
in translation studies, giving us new insights into shifts in meaning in the course of
translation.
In this talk, Professor Matthiessen will discuss his experience in Linguistics, Macquarie University, with text analysis for translation from the perspective of translator training -- the development of a course dealing with text analysis for translation (involving translation between English and Chinese, Korean, Japanese, Thai, Spanish or French), and from the perspective of research into translation issues carried out within CTIR (the Centre for Translation and Interpreting Research) in his department. The course is convened jointly by Wu Canzhong and himself, and involves a team of colleagues at Macquarie University (Maria Herke, Ernest Akerejola, Jing Fang, Susan Hoadley, Mira Kim, and Ayako Ochi) and Korea University (Kyung-hee Park), where the course is offered as part of a Macquarie off-shore programme in translation and interpreting. The approach they take draws on insights into translation coming from systemic functional linguistics (SFL), going back to early research in the 1950s; and it is part of an international network of research and teaching activities around the world, including sites in East Asia, South America, Europe and Australia. |
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| Professor Elke Teich | ||||
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Human language technology and functional linguistics: Opportunities and challenges Date : 11 October 2007 |
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Abstract |
Computation has become ubiquitous in all kinds of scientific endeavour. While in some
disciplines computers remain mere tools for carrying out particular domain-specific tasks,
in others computing becomes a veritable motor for scientific evolution. This development is
also mirrored in linguistics, its computational involvement ranging from simple techniques of
data processing (e.g., concordances) over building up linguistic resources (e.g., lexicons,
thesauri, grammars) to the development of full-fledged information processing systems.
In this talk Professor Teich will discuss the opportunities and challenges for Systemic Functional Linguistics (SFL) of integrating linguistic computing in its research methodology. Also, she will reflect upon what SFL has to offer for natural language processing. |
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| Ms. Claire Scott | ||||
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News in War and Peace: A diachronic, systemic-functional approach Date : 7 August 2007 |
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Abstract |
Since the inception of weekly newssheets in Europe in the late 16th century, the social context of news dissemination and, consequently, the visual and verbal character of newspaper texts, have undergone many changes. This paper, as part of a larger study of the way war has been reported in the news over Australia's history of involvement in overseas conflict, explores changes in visual and verbal meanings of the news story in Australia. The corpus comprises news texts from the Sydney Morning Herald reporting the end of war, from the Boer War, World Wars I and II, Korean War, Vietnam War, Gulf War, and Iraq War. Changes in the contextual configuration of each text, particularly in the parameters of Mode and Field, will be discussed in relation to historical and institutional context. |
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| Professor Christopher N. Candlin | ||||
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Multiple identities, contested roles: Strategic interdiscursivity in professional communication in times of change Date : 21 May 2007 |
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Abstract |
The title and the abstract provide a theme for two interlinked lectures. In the first
Professor Candlin will focus principally on matters of theory and method, and in the second
he will identify a number of crucial sites, and critical moments in such sites, which will
serve both to locate the issues of the first lecture, and explain and challenge them.
Professional communication involves the strategic deployment of expert discursive resources in order to achieve personal, professional, institution-specific and social policy goals. Analysis of interactional data from such communication to date has largely focused on the micro analysis of excerpts of talk, and/or on the generic structure of the encounter-types in question. To a much lesser degree, such analysis has focused also on professional action, taking account of relevant institutional and organizational contexts in relation to the occupational practices of a specific site and/or to larger issues of public administration and policy. In the first Lecture Professor Candlin provides a critical account of this landscape from the perspective of theory and method in discourse analysis, taking as a theme the need for analyses of professional communication both to connect text with action and to reflect policy-related shifts and changes in the nature and status of professional work. He will be arguing specifically for the focus of analysis to concentrate now on the communicative demands imposed by the pervasive need for professionals to adpot multiple identities and roles in their professional work, in particular identifying the requirement for competent professionals to deploy a range of strategic discursive resources in response to the exigencies of particular critical moments in the crucial sites in question, constrained by the macro influences of the institution within a changing social order. In the second Lecture he argues that this re-orientation towards strategic resourcefulness in professional communication is essential, and for three reasons: one, that it reflects the need to make more explicit the link between communication and profession-specific expertise; two, that it permits valuable inter- and intra-professional comparisons across different encounter-types in relation to key themes; three, that it underpins two important research methodological principles: the joint problematisation of distinct participant perspectives and the applicability of research findings to issues of practical concern, in particular in relation to preferred modes of delivering professional development. A key focus of such a re-orientation will be the need to describe, interpret and explain the often competing interdiscursivities contingent upon such multiple and shifting identities and roles, particularly in relation to critical themes such as those of 'professional neutralism'; 'professional judgment', 'modes of argumentation', 'conjoint expertise', 'appeals to authority', 'uncertainty and risk', 'error and blame'. Data for both Lectures will be drawn from healthcare, legal and social work encounters with which Professor Candlin has been - sometimes jointly - engaged. |
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| Professor Frances Christie | ||||
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Occasional Seminar Series Using the functional grammar to trace developmental growth in control of literacy from the primary to secondary years Date : 1 February 2007 |
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Abstract |
A great deal of research has been done over the years into children's writing development,
reflecting for example, on the processes by which the very young take their first steps in
mastering literacy, or on the kinds of literate texts they must mater in the secondary school.
But few studies have provided systematic evidence about the developmental changes that occur
over time in learning to manipulate the written mode. One important study was that of Perera
(1984) whose study of children's writing and reading reviewed what was then known of the
developmental processes by which children mastered the grammar of writing. However, Perera's
study examined children's writing up to the age of 12, and she did not examine the years of
the secondary year. In this seminar Professor Frances Christie reported on a study in which
she has been involved tracing developmental changes from the primary to secondary years.
Using the functional grammar, she focused on children's stories, tracing developmental
changes from early childhood to adolescence, drawing in part on a recent study in which she
has been involved with Beverly Derewianka.
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| Mr. Winson Hui, President and COO of HANA | ||||
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Internship Opportunities with HANA Microelectronics Date : 30 January 2007 |
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Topics Covered in the Presentation:
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| Korea Week 07, Seminar Series on Korean Studies | ||||
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Date : 22 - 25 January 2007 Organised by the Department of Chinese, Translation and Linguistics and The Halliday Centre for Intelligent Application of Language Studies; co-organised by Consulate General of the Republic of Korea. |
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22 January, Professor Kiyong Lee Some Characteristics of the Korean Language and its Writing System, Hangeul 23 January, Professor Sangoak Lee Preferred Colors in Various Cultures based on Lexical Frequency: Comparison among Korean, English, French, Russian, Romanian, Chinese, Japanese, and Mongolian 24 January, Professor Seokhoon You Systemic Functional Grammar in the Context of Task-based Language Teaching 25 January, Ms. Jungja Ha Learning the Korean Sounds through the Fidel Color Chart - the Silent Way |
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| Dr Richard Chang, President and CEO of SMIC | ||||
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SMIC, doing business holistically Date : 13 January 2007 |
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