ABSTRACT
This paper addresses the challenge of analysing texts for ideational grammatical metaphor. It undertakes this task from the perspective of recent work on field (Doran & Martin in pressDORAN, Y. J. & MARTIN, J. R. (in press.). Field relations: understanding scientific explanations. In: Maton, K.; Martin, J. R. & Doran, Y. J. (Eds.).Teaching Science: Knowledge, Language, Pedagogy. London: Routledge . ) and discourse semantics (Hao 2020aHAO, J. 2020a. Analysing Scientific Discourse From a Systemic Functional Linguistic Perspective: A Framework for Exploring Knowledge-building in Biology. London: Routledge .). In doing so it highlights the benefits of adopting a tri-stratal perspective on experiential and logical grammatical metaphor (Hao 2020bHAO, J. 2020b. ‘Nominalisations in scientific English: a tristratal perspective.’ Functions of Language 27.3. (in press).) - bringing all three of the most relevant strata (i.e. field, discourse semantics and lexicogrammar) into the picture.
Keywords:
grammatical metaphor; ideational semantics; field; knowledge building