Sentence examples for organisation of language from inspiring English sources

Figure 14 The metafunctional organisation of language and context.

These elements of the semiotic structure of context are a reflex of the metafunctional organisation of language: that is, these vectors of context resonate not simply in the instance of a text-in-context configuration, but are part of the organisation of language as a system, having been central to its evolution.

Halliday (1961) outlines many of the dimensions of language and, in the mid to late 1960's, the relationship between the paradigmatic and syntagmatic organisation of language had been presented in greater detail (cf. Halliday 1966a).

For Halliday "the internal organisation of language is not arbitrary but embodies a positive reflection of the functions that language has evolved to serve in the life of social man" (1970/1976:26).

With this perspective, priority was given to the paradigmatic organisation of language as the primary focus of linguistic description, and structure is analysed subsequently as a realisation of features (i.e. grammatical meanings such as 'present', 'past' & 'future') in systems (such as TENSE and TRANSITIVITY).

One such qualitative difference concerns the morpho-syntactic organisation of language, that is, the fact that morphological and syntactic elements are governed by a set of language-specific rules, the source of much of the generative power of human language [5], [6].

More recent works including Bowcher (2013, 2014) and Hasan (2014) attempt to schematise the complex relationships and representations of context via system networks, drawing parallels between the paradigmatic organisations of language and context.

Apart from this, there is a significant hypothesis in the systemic functional model, namely that, there is a systematic prehension between the linguistic metafunctions and the internal organisation of natural language, the basis of which lies in how speakers use language as needed in the performance of social practices.

Thus, the Platonic theory of forms in itself, Havelock claims, derives from a shift in the organisation of the Greek language, and ultimately comes down to a different function for and conception of the noun.

In addition, it considers the internal organisation of each strata of language as a rank of units related by constituency (e.g. clause, phrase/group, word and morpheme for English lexicogrammar).

In the practical organisation of the teaching of languages and literatures, most universities used to have at least one compulsory course in 'comparative literature' and in some universities in Belgium this part of the curriculum was used to introduce students of Romance philology either to 'world literature' or more specifically to literature in the Germanic languages (and vice versa).