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1、EnglishTeaching:PracticeandCritiqueDecember,2005,Volume4,Number3http://education.waikato.ac.nz/research/files/etpc/2005v4n3art6.pdfpp.97-110LanguageandthedesignoftextsHILARYJANKSUniversityoftheWitwatersrand,JohannesbergABSTRACT:Bydemonstratinglexicalandgrammaticalanaly
2、sis–theroughworkthatunderpinscriticaldiscourseanalysis–thispaperdemonstratestheimportanceofgrammaticalknowledgeforthecriticalreadingoftexts.ItalsoprovidesreaderswithagrammarrubricforworkingsystematicallywiththelinguisticanalysisoftextsandarguesthatFairclough'smodelenab
3、lesteachersandstudentstomovebeyondtextanalysistoanexaminationoftextsincontexts.KEYWORDS:Grammar,languageteaching,criticalreading,criticalwriting,text,context,design,meaning.Althoughitispossibletoviewlanguageasaclosedabstractsystem,whereeachsign,eachmeaning-bearingunit,
4、isarbitraryandderivesitsmeaningfromitsplaceinthesystemrelativetoothersigns(deSaussure,1983),thistellsusnothingaboutwhathappenswhenlanguageisused.Whenpeopleuselanguage,theyhavetoselectfromoptionsavailableinthesystem–theyhavetomakelexical,grammaticalandsequencingchoicesi
5、nordertosaywhattheywanttosay.Hallidayviewslanguageasmeaningpotential(Halliday,1985).Whatisselectedfromtherangeoflexicalandgrammaticaloptionsdetermineshowthispotentialisrealised.Alltheseselectionsaremotivated;theyaredesignedtoconveyparticularmeaningsinparticularwaysandt
6、ohaveparticulareffects.Moreover,theyaredesignedtobebelieved.Textsworktopositiontheirreaders;andtheidealreader,fromthepointofviewofthewriter(orspeaker),isthereaderwhobuysintothetextanditsmeanings.Anotherwayofsayingthisistosaythatalltextsarepositionedandpositioning.Theya
7、repositionedbythewriter'spointsofview,andthelinguistic(andothersemiotic)choicesmadebythewriteraredesignedtoproduceeffectsthatpositionthereader.Wecanplaywiththeword“design”,bysayingthattextshavedesignsonusasreaders,listenersorviewers.Theyenticeusintotheirwayofseeingandu
8、nderstandingtheworld–intotheirversionofreality.Everytextisjustonesetofperspectivesontheworld,arepresentationofit;lang
