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1、AFUNCTIONALAPPROACHTOSLA:GIVON’SFUNCTIONAL-TYPOLOGICALSYNTACTICANALYSISRezvanNoormohamadiIslamicAzadUniversity-IRANRezvanNoormohamadiisaresearcherattheScienceandResearchBranchoftheIslamicAzadUniversity,Iran.IntroductionFunctionalistsviewlanguageprimarilyintermsofi
2、tsuseinthecontextofsituations,focusingonmeaningconveyedindifferentsituations.Infunctionalstudiesofsecondlanguageacquisition,researchersareconcernedwiththewaysinwhichsecondlanguagelearnerssetaboutmakingmeaning,andachievingtheirpersonalcommunicativegoals(Mitchell&My
3、les,2004).Inotherwordsinthisview,languagelearningevolvesoutoflearninghowtocarryonaconversationandsyntacticconstructionsdevelopoutofconversations.Indeed,Givon‟s(citedinLarsen-Freeman&Long,1991)inhis„functional-typologicalsyntacticanalysis‟claimssyntaxcomesfromprope
4、rtiesofhumandiscourse.ThispaperdrawsonGivon'stheoryof„syntactization‟inwhichspeakersandlinguisticsystemsmovefromadiscourse-based,pragmaticmodeofcommunicationtoasyntacticmode.ItconcludesL2learnersneedtobescaffoldedwithfunctionaluseofthelanguageintheprocessofsecondl
5、anguageacquisition.BackgroundIntheOxfordDictionaryofPhilosophy,Blackburn(1996)defines„function‟basedonlogicandmathematicsasamapormapping,thatassociatesmembersofoneclasswithsomeuniquememberofanotherclass.InSLA,themapisbetweenformandpotentialmeaning(herecalledfuncti
6、on).Inotherwords,meaning-makingeffortsonthepartoflearnersareadrivingforceinanongoingsecondlanguagedevelopment,whichinteractwiththedevelopmentofformalgrammaticalsystems(Mitchell&Myles,2004).Theshiftfromaproducttoaprocessorientationintheanalysisofinterlanguagehasled
7、researchersinthefieldtolookathowlearnersmapform-functionrelationships(McLaughlin,1987).TherehavebeentwolinesofstudiestoanalyzetherelationshipbetweenformandfunctionintheacquisitionofL2.Someclaimedthatlearnersbeginwithformsandsomeclaimedthatlearnerbeginwithfunctions
8、(Mitchell&Myles,2004).However,itseemsthatbothform-to-functionandfunction-to-formanalysesareneededtounderstandtheprocessofsecond-languageacquisition(Long
