Sentence examples for linguistic realisation from inspiring English sources

In short, the 'default' linguistic realisation of the features pertaining to the three parameters are predicted by reference to the metafunctional orientation of the lexicogrammar and semantics: the formulation leaves open the possibility of departures from the highly probableg.

If the aim is to achieve reliable register classification, then attention to linguistic realisation is necessary – it is a natural part of the paradigmatic descriptions whose power and precision has been emphasized here.

With reference to context and meaning-wording, it recommends retaining the integrity of each contextual parameter by treating each as metafunctionally oriented, and, in so doing, it offers general criteria, for recognising the contextual features and their linguistic realisation: the correlates in register variation are subjected to a principle.

On the one hand, based on a corpus of current and authentic written auditors' reports produced in a large international Hong Kong accounting firm, the study explores how communicative purposes are achieved through the systematic schematic structuring and linguistic realisation patterning of the genre.

Frequencies of occurrence of the linguistic realisation of a particular emotion or emotion clusters in the two languages can be juxtaposed to the associated valence, arousal and dominance values of the emotion words, involving aggregates of bodily gestures as well as behavioural and language-related properties of emotions as particular tertia comparationis in the present analysis.

Linguistic realisations of acts and interacts are highly variable.

Where possible, linguistic realisations of pedagogic relations are marked in bold in Table 3.

Therefore, one can only aim for a description of the linguistic realisations of ideology and of how it manifests itself in discursive practice.

Some discrepancies are found regarding the most frequently occurring genres and their linguistic realisations in the professional context and the teaching materials.

Overall, the analysis of the findings from an interpersonal perspective has demonstrated how in this study the writers' choice and purposes impacted on the linguistic realisations of content/meaning.

Further, it organises the realisation of linguistic systems (e.g. MOOD, INFORMATION FOCUS) into a scale of delicacy such that the description of features within one system tends to be accumulative (e.g. indicative: declarative: non-exclamative/exclamative for the English MOOD system).