Goatly, Andrew P
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Publication Green grammar and grammatical metaphor, or language and the myth of power, or metaphors we die by(1996-04) Goatly, A.; ENGLISH LANGUAGE & LITERATUREThis paper takes the position that ordinary language, especially the transitive clause, is inadequate to the representation of the world demanded by modern scientific theory, especially ecological theory, and suggests ways in which the grammatical resources of the language can be used and developed to become more adequate. In particular it argues against the position of Halliday and Martin that adequacy can be achieved by science abandoning nominalization or grammatical metaphor, and points out that, on the contrary, these structures emphasize the primacy of process and downplay anthropocentrism. It begins in section 2 by explaining 'grammatical metaphor', showing that congruent and literal language use can be regarded as conventionalized metaphor. It continues by trying to account for the 'naturalness', the Marxist/humanist reality, which we accord to congruent structures, in terms of experientialist accounts of cognitive metaphor. Section 3, after suggesting an experientialist influence on Newtonian dynamics, gives a brief sketch of changes in scientific theory since Newton, leading up to a summary of Gaia theory. Section 4 is the technical core of this paper. It shows that the congruent grammar of transitive material process clauses lacks consonance with modern scientific theory, whether in physics or biology/ecology. And it gives an extended account of how the resources of transitivity/ergativity and grammatical metaphor may be utilised in favour of more consonance. Section 5 sums up, and concludes with some thoughts on the possibilities for an Ecological Critical Discourse Analysis, pointing to radical and less radical alternatives for the future.Publication Directness, Indirectness and Deference in the Language of Classroom Management: Advice for Teacher Trainees?(1995) Goatly, A.; ENGLISH LANGUAGE & LITERATUREThe pragmatic & pedagogic issues involved in the second-language (L2) teacher trainee's choice of direct & indirect management directions are considered. The notion of indirectness is defined & linked to politeness in requests. The perception of deference in request utterances is influenced by internal modifications. Social situations requiring tact are contrasted with those that are considered "standard situations" & have predetermined request forms, often using imperatives & the please marker. Implications for educational contexts are addressed. Three case studies from secondary schools in Lisbon are presented to demonstrate teacher trainees' frequency of requests, & the use of styles of imperatives, declaratives, & interrogatives with different levels of directness. Each case study is evaluated for teaching effectiveness. Teacher trainees are advised to use more direct directives when speaking to students, & approaches to management, modeling, & developing pragmatic competence are discussed.Publication A Stylistic Analysis of Housman's "On Wenlock Edge"(1990) Goatly, A.; ENGLISH LANGUAGE & LITERATUREA. E. Housman's poem "On Wenlock Edge" is analyzed in terms of categories of tense & adverbials, clause, sentence & line structure, cohesion & information presentation, noun phrase structure, lexis, tropes, & phonological & rhythmical patterning. The poem shifts tense in a ternary form from present to past & back to present; Housman displays a tendency to use pronominal subjects within clauses. The poem's force is attributed to its consistent repetition of descriptions of the gale & its effect on the woods packaged in two primary metaphors: the gale of life & the tree of man. Proper nouns are used throughout the poem, lending a sense of definite locality & reality, & onomatopoeia is achieved by the frequency of fricative consonants. D. M. Smith.