Abstract. The purpose of this study is to examine history genres from elementary
level Vietnamese Language Arts Textbooks grade 3 - 5; Vietnam Education
Publishing House (Tieng Viet 3 - 5), using Systematic Functional Linguistics,
Sydney School and Appraisal Theory. The history genres take up much space in
all three sets of textbooks. After general exploration, one text of historical recounts
is chosen as a common sub-history genres to study the types of lexical choice
and grammatical options made to express attitudes. The study shows that different
distribution of attitudinal resources at different stages of historical recounts is used.
JUDGEMENT is mostly used to describe characters and APPRECIATION is used
to describe the situation and events. The results of this analysis may help teachers
during class instruction.
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HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1067.2017-0042
Social Sci., 2017, Vol. 62, Iss. 5, pp. 120-126
This paper is available online at
ATTITUDES IN HISTORY GENRES: AN ANALYSIS OF TEXT FROM
VIETNAMESE LANGUAGE ARTS TEXTBOOKS AT ELEMENTARY LEVEL
Nguyen Thi Huong Lan
Faculty of English, Hanoi National University of Education
Abstract. The purpose of this study is to examine history genres from elementary
level Vietnamese Language Arts Textbooks grade 3 - 5; Vietnam Education
Publishing House (Tieng Viet 3 - 5), using Systematic Functional Linguistics,
Sydney School and Appraisal Theory. The history genres take up much space in
all three sets of textbooks. After general exploration, one text of historical recounts
is chosen as a common sub-history genres to study the types of lexical choice
and grammatical options made to express attitudes. The study shows that different
distribution of attitudinal resources at different stages of historical recounts is used.
JUDGEMENT is mostly used to describe characters and APPRECIATION is used
to describe the situation and events. The results of this analysis may help teachers
during class instruction.
Keywords: Appraisal, attitudes, history genres, historical recount.
1. Introduction
All language communication has social implications. In the case of textbooks
specifically, the writers have certain objectives. In elementary level Vietnamese Language
Arts Textbooks, there is a large proportion of history genres which implies the importance
of the genres in school education in the eyes of the compilers. It then seems to be
beneficial, in terms of pedagogy, that teachers could support student learning by engaging
them in actively understanding what language can do when presented in a history context.
This article is attempted to see how the attitudinal resources can work together to display
the motif of the history text and reveal the writer’s purpose so that students can build a
relationship with the characters and engage with their actions and responses. The data
were analyzed using the Appraisal Framework developed by Martin & White (2005)
which proves to be applicable to the analysis of the Vietnamese language in spoken and
written forms (Thu, 2013).
Received date: 28/12/2016. Published date: 5/2/2017.
Contact: Nguyen Thi Huong Lan, e-mail: huonglannt.hnue@gmail.com
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Attitudes in history genres: an analysis of text from Vietnamese language...
2. Content
2.1. Appraisal theory
Appraisal Theory (Martin & White, 2005), developed within Systemic Functional
Linguistics (SFL), is the framework aiming to describe the various ways of linguistic
realization of interpersonal meanings in language use. It has three subsystems and each
subsystem has a few subcategories (see Figure 1)
Figure 1. An Overview of Appraisal Resources [5]
ATTITUDE is the major subsystem in appraisal framework and is the subordinate
term for evaluative language in attitudinal positioning in text. It has three subsystems:
AFFECT (emotional response – like, fear etc.), JUDGEMENT (evaluation of human
behaviour – corruptedly, skillfully etc.), APPRECIATION (evaluation of entities –
beautiful, striking etc.) (White, 1998).
Since this study mainly looks at the ATTITUDE values in the language arts
textbooks, we present a little bit more about it.
AFFECT is the emotional response to the person, thing, happening or state of affair
and is indicated through various lexical items as verbs of emotion, adverbs and adjectives
of emotion and nominalization. It can be positive or negative; explicit or invoked.
JUDGEMENT is the negative or positive attitudinal evaluation of human behaviour by
reference to social norms or rules. APPRECIATION is the subsystem of resources for
aesthetic evaluation of objects, artifacts, entities, presentation, etc. It has positive and
negative dimensions.
Grammar summary in Table 1 provides a framework for analyzing resources that
express attitude.
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Nguyen Thi Huong Lan
Table 1. The adapted framework for analyzing attitude categories [3]
Types of attitude Examples of explicit values
Affect (probe questions) Positive +ve (feel good) Negative -ve (feel bad)
Am I happy/ unhappy? happy, laugh, love, hug sadly, misery, dislike
Am I secure/ insecure? reassure, trusting, together frightened, tremble, fearful
Am I satisfied/ dissatisfied? engaged, attentive, impressed
to bored, empty, to enrage,
embarrassed
Judgement (probe questions) Positive +ve (admire) Negative -ve (critisize)
Social
esteem
Is he/she capable and
socially competent?
special:lucky, fashion,
normal
unfortunate, odd, weird
capable: powerful,
intelligent, skilled
weak, insane, stupid
tenacious:
brave, tireless rash,
cowardly
Social
sanction
Is he/she morally
and/or legally sound
(a good person)?
veracity: truthful, honest,
frank
dishonest, deceitful,
deceptive
propriety: good, moral,
ethical
bad, immoral, evil
Social
sanction
Is he/she morally
and/or legally sound
(a good person)?
veracity: truthful, honest,
frank
dishonest, deceitful,
deceptive
propriety: good, moral,
ethical
bad, immoral, evil
Appreciation (probe questions) Positive +ve Negative-ve
Reaction Did it grab me?
impact: arresting,
captivating, engaging
dull, boring, tedious
Did I like it? quality: okay, fine, good bad, yuk, nasty
Composition Did it hang together?
balance: balanced,
harmonious, unified
unbalanced, discordant,
irregular
Was it hard to follow?
complexity: simple, pure,
elegant
ornate, extravagant,
byzantine
Valuation
Was it worthwhile?
Was it significant?
challenging, profound,
meaningful, worthwhile,
unique, relevant
shallow, insignificant,
irrelevant, worthless
ENGAGEMENT covers resources which present other voices into a discourse
through projection, modalization, or concession. The key choice for engagement has to
do with voice (monogloss) or more than one voice (heterogloss).
GRADUATION covers grading including FORCE and FOCUS. FORCE comprises
the choice to raise or lower the intensity of gradable items and FOCUS involves the
options of sharpening or softening an experiential boundary. The Table 2 below provides
an overview of grading resources:
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Attitudes in history genres: an analysis of text from Vietnamese language...
Table 2. The adapted resources for grading explicit attitudes [3]
Resources for Grading explicit attitude Examples
Intensification: semantic infusion
Irritated – annoyed – angry – furious –
enraged
Quantification The movie was seen by over a million people
Intensifiers Incredibly angry
Adverbials She was so angry
Adjectivals A burning anger
Figurative language (eg metaphor and simile) The movie grabbed me
Other grading
resources eg
Repetition of wording
or attitude
It was sad, sad, sad; we laughed, we cried, we
hugged each other
Comment adverbials All in all, it was good
Modality It’s probably good
2.2. History genres within the framework of genre theory
Genre, in the functional linguistic tradition, is a staged goal-oriented process (Rose
&Martin, 2012). Different genres have distinct structural elements and these elements can
be identified on the basis of shift in lexical and grammatical patterning which correlate
with different micro functions operating at different points in the text. What we will report
next is a pilot analysis for a large project in which the use of appraisal resources will be
analyzed in history genres from elementary level Vietnamese Language Arts textbooks.
In order to illustrate how a text can be analyzed, the following text taken from the history
corpus shows the “beginning”, “middle” and “end” stages of what is referred to as the
historical recount genre.
To be in detail, social purpose, structure and key language grammatical features of
historical recounts are presented below (Humphrey et all. 2012, p. 188)
Social purpose
Table 3. Key grammatical features (Humphrey, S et all, 2012)
Language for
expressing ideas
- Action processes (verb groups) in the past tense to refer to activities in
the events stage - Relating processes to refer to cause and effect in more
mature recounts (ie historical recounts) - Particular named and general
human and non-human participants - Abstract participants (eg –isms)
to name historical periods, ideas, ideologies etc. - Circumstances and
dependent clauses to express details (eg place, extent, manner)
Language for
connecting ideas
- Complex and compound-complex sentences including dependent
clauses of time - Some logical connections of cause and effect (relating
verbs, connectives, dependent clauses)
Language for
interaction
- judgement vocabulary to evaluate behaviors of people - appreciation
vocabulary to evaluate significance of events of people
Language for
creating cohesive
texts
- references to time in theme position - lexical cohesion showing use
of repetition, synonyms and collocations as well as class/sub-class and
part/whole relationships
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Nguyen Thi Huong Lan
Historical recounts to document a significant series of events or period in history
and evaluate the significance of events
Structure
Background: Set a context for understanding the events that follow; provides
background information about who, where, when including events leading up to the
significant events.
Records of events: Recounted in chronological order and may include some account
of causes and consequences of events.
Evaluation: Resets events in time and evaluate their significance
The study below shows how the author deploys the evaluative language to interact
with the audience in this historical recount.
2.3. The analysis and discussion
A summary of the resources used in the reading text to realize attitudes is outlined
in Table 4. Attitudes are depicted both explicitly and implicitly, coupling with resources
for amplifying attitudes. In the table, all underlined words are evaluative language
realizing Attitudes, with “Aff” standing for Affect, “Jud” for Judgement and “Appre”
for Appreciation. Explicit attitudes are in plain font, and implicit attitudes are in italics.
Positive attitudes are marked with a plus sign (+), and negative attitudes are marked with
a minus sign (-). Graduation resources are in bold. The up-scaling volumes are marked
with an upward arrow (↓), and the down scaling volumes are marked with a downward
arrow (↓).
Table 4. Resources for realizing attitudes
Text The Attitudinal Graduation
appraised terms resources
Thuở xưa, nước ta bị giặc ngoại xâm (1) đô hộ, (2)
chúng thẳng tay chém giết dân lành, cướp hết ruộng
nương màu mỡ. Chúng bắt dân ta lên rừng săn thú
lạ, xuống biển mò ngọc trai, khiến bao người thiệt
mạng vì hổ báo, cá sấu, thuồng luồng...
The
foreign
enemy
(1): (-) Jud:
explicit
propriety
(2): (-) Jud:
implicit
propriety
“In ancient times, our country (1) was invaded by
the foreign enemy, (2) who straightly killed good
people and robbed all the fertile fields. They forced
our people to go up the forest to hunt strange animals
and down into the sea to catch pearls; the death of
many people is caused by tigers and crocodiles, ...”
Lòng dân (3) oán hận ngút trời, chỉ chở
dịp vùng lên đánh đuổi quân xâm lược. “(3)
Resentment of the Vietnamese people was up to the
sky, waiting for a good chance to throw them away.”
The
Vietnamese
people
(3): (-) Aff:
dissatisfaction
“oán hận
ngút trời”
Force: (↓)
Intensification
Semantic
infusion
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Attitudes in history genres: an analysis of text from Vietnamese language...
Bấy giờ, ở huyện Mê Linh, có hai người con gái (4)
tài giỏi là Trưng Trắc và Trưng Nhị. “At that time, in
Me Linh district, there were two (4) talented girls:
Trung Trac and Trung Nhi.”
Trung
Trac &
Trung
Nhi
(4): (+) Jud:
capacity
. . . hai chị em đều (5) giỏi võ nghệ “. . . two sisters
were (5) good at martial arts” và (6) nuôi chí giành
lại non sông “and they (6) were determined to gain
freedom for the country”
(5): (+) Jud:
capacity
(6): (+) Jud:
tenacity
Chồng bà Trưng Trắc là Thi Sách cũng (7) cùng chí
hướng với vợ. “Trung Trac’s husband, Thi Sach, (7)
was in the same determination as his wife.”
Thi Sach
(7): (+) Jud:
tenacity
Tướng giặc Tô Định biết vậy liền (8)
lập mưu giết chết Thi Sách. “The enemy’s General,
To Dinh knew this and (8) attempted to kill Thi
Sach.”
To Dinh
(8): (-) Jud:
propriety
Không! Ta sẽ mặc áo giáp phục thật đẹp để dân
chúng thêm (9) phấn khích, còn giặc trông thấy thì
(10) kinh hồn.
The
Vietnamese
people
(9): (+) Aff:
Satisfactory
“phấn
khích” &
“kinh hồn”
“No! We will wear extremely nice military outfit so
that the people got(9) more excited, and the enemy
got (10) more terrified.”
The
ememy
(10): (-) Aff:
Insecurity
Force: (↓)
Intensification
Semantic
infusion
(11) Hai Bà Trưng bước lên bành voi. Đoàn quân
rùng rùng lên đường. Giáo lao, cung nỏ, rìu búa,
khiên mộc cuồn cuộn tràn theo bóng voi ẩn hiện
của Hai Bà. Tiếng trống đồng dội lên vòm cây,
đập vào sườn đồi, theo suốt đường hành quân.
“(11) Hai Ba Trung stepped onto the elephant’s
back. The army soldiers shattered the road. Spears,
bows, axes, and hammers rolled over the shadow of
elephant of Hai Ba Trung. The drumming of the
bronze drum bounced on the dome of trees, hitting
the hillside, along the way.”
Hai Ba
Trung &
the army
soldiers’
battle
(11): (+)
Appre:
reaction
Force: (↓)
Figurative
language
Thành trì của giặc (12) lần lượt sụp đổ dưới chân của
đoàn quân khởi nghĩa. “The enemy’s citadels (12)
gradually collapsed at the foot of the troop”
The
enemy’s
citadels
(12): (-)
Appre:
Reaction
Tô Định (13) ôm đầu chạy về nước. “To Dinh
hugged his head returning to his homeland.”
To Dinh’s
action
(13): (-)
Appre:
reaction
Đất nước ta (14) sạch bóng quân thù. “Our country
(14) was clean of enemy.”
our
country’s
situation
(14): (+)
Appre:
reaction
Force: (↓)
Quantification
Figurative
language
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Nguyen Thi Huong Lan
Hai Bà Trưng trở thành (15) hai vị anh
hùng chống ngoại xâm đầu tiên trong lịch
sử nước nhà. “Hai Ba Trung became (15)
the first two heroes against foreign invaders in the
history of the country.”
Hai Ba
Trung
(15): (+)
Appre:
valuation
You may have noticed that in the above text particular types of JUDGEMENT
are used to evaluate particular individuals or groups. For example, Hai Ba Trung and
Trung Trac’s husband are associated with positive judgements about their capacity and
determination. The foreign enemy, on the other hand, are mostly associated with negative
propriety (attempted to kill Thi Sach). The expressions of APPRECIATION are used by
the writer of the text to react positively to Hai Ba Trung’s battle as well as their victory
but negatively to the enemy’s failure. Contrasting positive and negative values allows the
author to build up a vivid picture of the people and situation and also to encourage the
reader to take a particular position (Humphrey et all. 2012, p. 111).
3. Conclusion
It is very important for teachers to understand how the genres affects the language
used so that they can convey the meaning to their students. Key grammatical features
of history genres can be analyzed and evaluate and then taught. An appraisal analysis
identifies items that display the author’s attitude in the text. Evaluating appraisal items
can help differentiate the discourse semantic features of history genres with other genres.
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