INTRODUCTION
Rationale
In the 1980s and 1990s, linguists James Martin and Peter White led a group of scholars in developing Appraisal Theory, which represents a significant advancement in linguistics This theory focuses on the linguistic resources that speakers utilize to express and negotiate specific ideological positions.
Appraisal Theory, established in 2015, provides a valuable framework for analyzing how language is utilized to express evaluations, adopt stances, construct personas, and manage interpersonal relationships This theory is instrumental in examining attitude expressions and interpersonal meanings across diverse discourse types, including literary works, news articles, academic texts, and narratives.
Scholars in literary studies employ Appraisal Theory to examine Attitude resources across different discourse features For example, Shuhong and Yali (2006) analyze the power dynamics between characters in "Blackmail" from "Hotel" using Appraisal resources at three levels: word, clause, and discourse Additionally, Xia and Li contribute to this analysis, further exploring the implications of Attitude in literary contexts.
(2011) exploit the Attitude meanings by Elizabeth in “Pride and Prejudice”, and then evaluate her attitudes Similarly, Nuraisiah, Nababan, and Santosa
In their 2018 study, the authors explore attitudes toward sexism as depicted in the novel "Gone Girl." Additionally, Shizhu and Jinlong (2004) analyze news discourses through the lens of Appraisal Theory, identifying three sub-systems and their key characteristics.
Zhang and Liu (2015) analyze the distribution of Appraisal resources in 32 news articles from the New York Times and China Daily, focusing on the Engagement system Additionally, the application of Appraisal Theory in academic discourse is highlighted through studies by Liu (2010) and Ruomei (2016), which examine its impact on college reading skills Furthermore, Hood (2004) investigates the role of Appraisal Theory in stance-taking within academic writing Horarik also contributes to the discourse with research on narrative texts.
In 2003, the significance of appraisal systems in narrative discourse is explored, focusing on the relationship between writers and readers Additionally, Shiro (2003) investigates how Venezuelan children enhance their skills in utilizing evaluative language within both fictional and personal narratives.
Film genres classify movies into distinct categories, with Stephen (2018) identifying 20 genres including Action, Comedy, Drama, and Sci-fi Each film typically adheres to the conventions and narrative structures of its genre, akin to storytelling in novels Academic film studies often analyze generic conventions and film language, leading to various research angles For instance, Amela (2016) examines lexical blends in animated films, while Spanakaki (2007) focuses on humor in film translation Khalid (2016) identifies challenges in subtitling, and Rose (2006) explores the pragmatic implications of compliments in film dialogue Taylor and John (2008) distinguish film language from spontaneous discourse, and Quinn (2013) employs Narrative Film to enhance Second Language Acquisition Despite these studies, there remains a scarcity of research on conversational aspects of film language, as scholars typically prioritize film content over the linguistic choices made by scriptwriters.
Many researchers are drawn to the study of language from diverse perspectives, yet the language of evaluation in film has received limited attention Appraisal Theory by Martin and White (2005) offers a valuable framework for interpreting film language, enabling a clearer understanding for audiences Therefore, the chosen topic, "An Analysis of Language of Evaluation in the Film 'Gone with the Wind' from the Perspective of Appraisal," aims to address this gap in research.
Aim and Objectives of the study
This study explores the evaluative values outlined in Appraisal Theory by Martin and White (2005), specifically focusing on Attitude, Engagement, and Graduation, and analyzes their roles within the dialogues of the film.
The study attempts to achieve the following objectives:
- To identify and classify different values in terms of Attitude, Engagement and Graduation in the American epic historical romance film
- To compare the frequencies of occurrence of these values to reveal the choice of language of evaluation in the language of this film.
Research questions
In order to achieve the above aim and objectives, the research will collect and process the data in order to answer the following questions:
-How are Engagement resources utilized in the film “Gone with the Wind”?
-How are Attitudinal resources used in the film “Gone with the Wind”? -How are Graduation resources realized in the film “Gone with the Wind”?
Scope of the study
The study focuses on identifying and classifying evaluative values found in the conversations of the American epic historical romance film
Because of time limitation, the data was just limited in the first part of the film, which is about 8,500 words long on the website Scripts.com (2019).
Significance of the study
This study underscores the importance of Appraisal Theory as an analytical framework for examining evaluative language across various contexts, extending beyond traditional newspaper analysis It aims to serve as a valuable resource for researchers interested in the language of film and offers educators essential insights into Appraisal Theory to enhance their teaching of productive skills The findings are intended to be a significant reference for English language students, contributing to their understanding of evaluative language use.
Organization of the study
The study consists of five chapters, and each one takes responsibility for a particular function
This chapter provides a comprehensive overview of the study, outlining the rationale behind the research, its aims and objectives, and the key research questions It also defines the scope of the study and highlights its significance, while detailing the organization of the research for clarity and coherence.
LITERATURE REVIEW
Appraisal Theory
The Appraisal framework was developed by Martin and White and their colleagues in the 1990s and 2000s This framework
The article explores how texts express positive or negative assessments, highlighting the ways in which the intensity and directness of these evaluations can be enhanced or diminished It also examines how speakers and writers interact dialogically with previous speakers or address potential responses to their current propositions.
Appraisal Theory, as outlined by Peter (2015), provides a framework for evaluating people, events, and processes through language This theory enables writers and speakers to express positive or negative assessments of various entities and situations, enhancing the effectiveness of their communication (Martin & White, 2005).
The term “language of evaluation” is made up by grouping these resources of evaluation together
The outline of Appraisal framework is introduced as in Figure 2.1
Figure 2.1 An overview of appraisal resources (Martin & White, 2005, p.38)
As seen in Figure 2.1 Appraisal is divided into three groups of evaluation resources, namely Engagement, Attitude and Graduation
Whenever speakers want to engage listeners in discourse, they use Engagement Engagement resources help people engage into the interaction of the conversation and also keep listeners engaged interpersonally
According to Martin and White (2005), there are two categories of Engagement: Monogloss and Heterogloss as shown in Figure 2.2
Figure 2.2 The Engagement system (Martin & White, 2005, p104)
While Monogloss relates to factual information (single voice), Heterogloss involves in multiple voices which consist of Contract and Expand Table 2.1 will illustrate some examples related to Monogloss and
Table 2.1 The Monoglossic and the Heteroglossic
Monoglossic (no recognition of dialogistic alternatives)
Heteroglossic (recognition of dialogistic alternatives)
The banks have been greedy There is the argument though that the banks have been greedy
In my view the banks have been greedy
Callers to talkback radio see the banks as being greedy
The chairman of the consumers association has stated that the banks are being greedy
There can be no denying the banks have been greedy Everyone knows the banks are greedy
The banks haven’t been greedy
From the above examples, it is clear that the sentence “The banks have been greedy” is a fact and makes no reference to other voices or viewpoints
However, the sentence “In my view the banks have been greedy” is only an idea among a range points of view and it does actively allow for dialogistic alternatives
Heterogloss encompasses multiple voices through two key approaches: Contract and Expand In the Contract approach, the speaker shares their personal opinion while considering the perspectives of others Conversely, the Expand approach introduces a current proposition as one viewpoint among many, fostering an inclusive dialogue and inviting additional speakers to participate in the conversation.
Follain debunks the romanticized notion that the mafia originated as Robin Hood-like groups defending the impoverished Instead, he reveals that the mafia emerged in the 19th century as armed factions safeguarding the interests of absentee landlords in Sicily Additionally, he highlights the mafia's connections with Italy's ruling Christian Democrat party since the war.
In the discussed example of the Contract, the author utilizes reporting verbs such as "shows" and "demonstrates" to convey the proposition, effectively aligning with an external voice This approach limits the possibility for alternative dialogic interpretations.
Tickner criticized the royal commission as a waste of money, announcing his intention to launch a separate inquiry led by Justice Jane Matthews This statement coincided with demands from Aboriginal women involved in the case for a female minister to investigate the religious beliefs they assert are central to their opposition against a proposed bridge to the island near Goolwa, South Australia.
In the above example of Expand, the verb “claim” distances the textual voice and the proposition, so it invites other dialogic alternatives to the dialogic space
The contract encompasses both disclaiming and proclaiming elements, which involve denying and countering as well as concurring, pronouncing, and endorsing Additionally, the expansion of ideas includes entertaining the internal voice of the speaker and attributing information to external sources Figure 2.3 illustrates the Heterogloss system in a comprehensive manner.
Figure 2.3 The Heterogloss system (Martin & White, 2005, p.134)
Table 2.2 will describe each sub-type of Heterogloss in details with the hope of giving insights into this genre
Table 2.2 Types of Heterogloss (adapted from Martin & White, 2005, p.97-98)
“the textual voice positions itself as at odds with, or rejecting, some contrary position”
The act of proclaiming a proposition as highly warrantable—characterized by being compelling, valid, plausible, well-founded, generally agreed upon, and reliable—serves to establish the textual voice's authority This approach effectively suppresses or dismisses alternative viewpoints, reinforcing the dominance of the presented argument.
Entertainment involves the clear expression of a proposition that is rooted in individual subjectivity The authorial voice conveys this proposition as merely one of several potential viewpoints.
“representing proposition as grounded in the subjectivity of an external voice, the textual voice represents the proposition as but one of a range of possible positions”
-You don’t need to give up potatoes to lose weight
- Although he ate potatoes most days he still lost weight
…,admittedly…etc.; some types of ‘rhetorical’ or
(concur) -I contend …, the truth of the matter is …, there can be no doubt that … etc
-it seems, the evidence suggests, apparently, I hear -perhaps, probably, maybe, it’s possible, some types of
- X said , X believes …, according to X, in X’s view (acknowledge)
- X claims that, it’s rumoured that… (distance)
“Attitude is concerned with our feelings, including emotional reaction, judgements of behaviour and evaluation of things” (Martin & White, 2005, p.35) This system is composed of three kinds: Affect, Judgement and Appreciation
Affect is involved in “registering positive and negative feelings: do we feel happy or sad, confident or anxious, interested or bored?” (Martin &
White, 2005, p.42) Generally, Affect deals with resources for construing emotional reactions as in the following example about feeling of shock in relation to the events of 9/11:
“The terrible events of the past week have left us with feelings – in order of occurrence – of horror, worry, anger, and now, just a general gloom.” (Mourning 2001)
(Martin & White, 2005, p.35) Affect is divided into two sub-types, including Authorial Affect
In literary analysis, the distinction between an author's emotions and the emotions of characters is crucial Attitude resources, particularly Affect values, can be categorized as either positive, exemplified by phrases like "the captain was happy," or negative, as seen in "the captain was sad" (Martin & White, 2005, p.47) Understanding these emotional nuances enhances the interpretation of texts and enriches the reader's experience.
Under Affect, it is concerned with positive and negative emotional responses and dispositions According to Peter (2014), it can be indicated by
verbs of emotion (Mental Processes) such as to love/to hate, to frighten/to reassure, to interest/to bore, to enrage/to placate …
adverbs (typically Circumstances of Manner) such as happily/sadly …
adjectives of emotion such as happy/sad, worried/confident, angry/pleased, keen/uninterested …
nominalisation such as joy/despair, confidence/insecurity …
The emotional values of Affect are grouped into three main sets which are un/happiness, in/security and dis/satisfaction
The un/happiness set of meanings is related to “affairs of the heart”
Affect values encompass a range of emotions, including sadness, hate, happiness, and love (Martin & White, 2005, p.49) These emotions are commonly associated with personal experiences, as illustrated by the statement, “the captain felt sad/happy” (Martin & White, 2005, p.49) Furthermore, the concepts of happiness and unhappiness allow individuals to direct their feelings towards a "Trigger," reflecting their preferences of liking or disliking something.
The concept of in/security encompasses a range of ecosocial well-being emotions, including anxiety, fear, confidence, and trust (Martin & White, 2005, p.49) For instance, the phrase "the captain felt anxious/confident" illustrates the emotional state of anxiety or confidence, highlighting the impact of these feelings on an individual's mood and overall well-being.
The dis/satisfaction spectrum encompasses a range of emotions related to goal pursuit, including ennui, displeasure, curiosity, and respect (Martin & White, 2005, p.49) For example, the captain experienced feelings of being fed up yet absorbed in his tasks.
2005, p.49) This sentence indicates the mood of displeasure
Judgement refers to our attitudes towards behaviors that we either admire or criticize, encompassing the praise or condemnation of human actions and character (Martin & White, 2005) This concept primarily revolves around the positive or negative evaluations of individuals, and it can be categorized into two main types: Social Esteem, which reflects the value we place on a person's traits, and Social Sanction, which pertains to the societal responses to those behaviors.
Social Esteem assesses people conduct from the perspectives of social ethics and the standard of appropriateness In the opinion of Martin and White
(2005), Social Esteem has to handle with Judgement of Normality (how unusual someone is), Judgement of Capacity (how capable someone is) and
Judgement of Tenacity (how resolute someone is)
Items of Judgement of Normality are lucky, fortunate, charmed …; unlucky, hapless, star-crossed …; normal, natural, familiar …; odd, peculiar, eccentric …; celebrated, unsung …; obscure, also-ran … (Martin & White,
2005, p.53) Some typical examples of this group are as follows
- “She’s a real one-off [+], there’s no one who can learn a language as quickly as she does.”
- “He’s a real weirdo [-] – he eats hamburgers for breakfast, lunch and dinner.”
Judgment of capacity encompasses a range of descriptors, including powerful, vigorous, and robust, contrasting with mild, weak, and wimpy It also distinguishes between sound, healthy, and fit individuals versus those who are unsound, sick, or crippled Additionally, it differentiates between adult, mature, and experienced individuals and their immature, childish, or helpless counterparts (Peter, 2014; Martin & White, 2005).
- “She’s an absolute genius [+] when it comes to learning languages.”
- “I’m afraid I’m completely incompetent [-] when it comes to mechanical things.”
(Peter, 2014, p.18) Items of Judgement of Tenacity are plucky, brave, heroic …; timid, cowardly, gutless …; cautious, wary, patient …; rash, impatient, impetuous
…; careful, thorough, meticulous hasty, capricious, reckless … (Martin &
White, 2005, p.53) There are some examples of this type as following
- “She was incredibly resolute [+], she keeps going even when she’s exhausted.”
- “He’s so lazy [-], he never helps with the housework.”
Previous relevant studies
2.2.1 Studies on conversations applying different approaches
Film language primarily manifests through dialogue, making the exploration of film language essentially an examination of conversational exchanges Consequently, this review will focus exclusively on studies that pertain to conversations in film.
Conversation encompasses various communicative scenarios, characterized by interactive exchanges between individuals or groups It serves as a medium for sharing information, fostering relationships, and achieving diverse objectives Consequently, numerous scholars examine conversation through different lenses, including Pragmatics, Applied Linguistics, and Discourse Analysis.
Janice, Brian, and Mayhew (1977) explore the role of Pragmatics in memory through natural communication, highlighting how pragmatic information encompasses the speaker's intentions, beliefs, and attitudes towards the listener Their control studies reveal a significant difference in memory retention for statements with high versus low interactional content, attributed to variations in sentence properties and the listener's familiarity with the speaker's stylistic tendencies Additionally, a related study by Brasdefe further contributes to the understanding of Pragmatics in memory.
In 2006, a study focused on enhancing the teaching of Pragmatics in conversational discourse, offering valuable pedagogical advice for educators The findings deepen our understanding of second language Pragmatics, highlighting the importance of pragmalinguistic resources in both producing and comprehending speech acts during conversations Additionally, the research by Nguyễn Thùy Gia Ly contributes to this field of study.
In 2014, a study was conducted on the conceptual metaphors in "Gone with the Wind" by Margaret Mitchell and its Vietnamese translation, “Cuốn Theo Chiều Gió” by Vũ Kim Thư The research aimed to analyze how these metaphors are translated into Vietnamese and to compare their usage in both versions The findings indicate that certain conceptual metaphors play a significant role in the translation of dialogues, ultimately impacting the effectiveness of communication in the conversations.
In his 2002 study, Wong examines English telephone dialogues in second language textbooks, contrasting them with findings from conversation analysis research on real telephone interactions The study reveals significant discrepancies between the natural conversational patterns identified by conversation analysts and the examples presented in eight textbooks, particularly lacking elements like summons, identification, greetings, and inquiries about well-being This gap highlights the tension between linguistic competence and performance Additionally, Michael's 1983 research on native and non-native speaker interactions indicates that modifications to conversational structures are crucial in native speaker discourse, identifying fifteen devices that help mitigate conversational difficulties and repair discourse.
Discourse Analysis, as discussed by Dijk (1984), focuses on the discourse characteristics of social dimensions in conversations about ethnic minorities, highlighting that prejudiced talk often manifests as verbal discrimination Additionally, Horton (2017) explores the interpersonal and psychological factors influencing spoken discourse within the framework of Conversation Analysis His findings propose a comprehensive conversation model that illustrates how these elements interact in various discourse contexts, emphasizing the importance of incorporating interpersonal factors such as politeness and socio-cultural variations in every conversation.
Numerous studies have been conducted on conversations across various discourses, highlighting their relevance to multiple fields of linguistics and practical applications The findings from these studies have consistently unveiled distinct characteristics of conversational interactions.
2.2.2 Studies on different genres using Appraisal Theory
In the light of Appraisal Theory, a productive theoretical framework, a lot of scientific investigations have been conducted in different discourses like English literary works, news discourse, academic and narrative discourse
Shuhong and Yali (2006) examine the power dynamics among characters in the short story "Blackmail" from "Hotel" by employing Appraisal resources at various levels, including word, clause, and discourse Similarly, Xia and Li (2011) focus on the Attitude resources present in the literary work "Pride and Prejudice."
Prejudice” and after that they consider the attitudes of the main character-
Recent studies by Elizabeth highlight that attitude resources are crucial for conveying emotional expressions and shaping character personalities In the realm of translation, Khrisna and Dyah reinforce this notion, emphasizing the importance of these resources in effectively communicating emotions and character traits across languages.
(2016) make an Appraisal Analysis on the main character of the novel “The
Old Man and the Sea” (Santiago) and its three Indonesian-translated versions
This framework assesses Santiago's physical appearance (Appreciation), emotional feelings (Affect), and personality (Judgement) Similarly, Nuraisiah et al (2018) explore attitudes toward sexism in the novel "Gone Girl," revealing a biased evaluation of male and female characters that reflects the author's sexist perspective Their research highlights how the speaker or writer navigates social relationships within the context of sexism Both studies underscore the significant role of Attitude resources in depicting characters' traits and emotions while also revealing the author's stance on various social issues.
Numerous studies have applied Appraisal Theory to analyze news discourse For example, Shizhu and Jinlong (2004) conducted research focusing on the three systems of Appraisal Theory and their key characteristics in news reporting Their findings also introduced significant insights into the application of this theoretical framework in media analysis.
Evaluative reading emerged as an innovative approach to consuming news, as explored by Zhang and Liu (2015), who analyzed the distribution of Appraisal resources in 32 news articles from the New York Times and China Daily (English version) Their study utilized the Engagement system to examine how ideology is conveyed in news reports The findings revealed that both news outlets employed similar distributions of Engagement resources when expressing ideological attitudes, highlighting the influence of ideological perspectives in news coverage.
(2016) carries out a research about arguments for an Appraisal linguistic discourse approach to the analysis of “objectivity” in “hard” news reports
This article analyzes two news reports on the death of retired General Solomon Mujuru from Zimbabwean newspapers, highlighting the significance of Appraisal Theory in understanding how language conveys attitudes It demonstrates how reporters can evaluatively align themselves with various perspectives Additionally, Hien (2016) explores the interpersonal functions in English press commentaries through the lens of functional grammar and evaluation theory The findings underscore the value of Appraisal Theory in uncovering complex layers of sentiment, including the roles of appraisers and objects of appraisal, as well as the attitudes expressed and the methods of sentiment expression used.
Besides, a large number of studies involving the application of Appraisal Theory are also found in the field of academic discourse (Liu,
In their efforts to enhance English language teaching, researchers such as Hood (2004) and Ruomei (2016) have applied Appraisal Theory, aiming to improve student outcomes Ruomei's practical application of this theory focuses on critical reading in college English classes, facilitating students' critical judgment and understanding of the author's emotional values This approach aligns with the findings of Pascual and Unger, further supporting the integration of Appraisal Theory in educational practices.
RESEARCH METHODOLOGY
Research methods
In order to analyze the values of evaluation in the language of the film
This study on "Gone with the Wind" utilized both quantitative and qualitative methods, with the quantitative approach revealing the frequency of evaluative values present in the film's transcript The data obtained provided insights into how often each value is utilized throughout the film.
The qualitative method was employed to analyze key aspects of evaluation values in the film, using specific examples The findings were subsequently discussed to uncover their roles and significance within the film's narrative.
Procedure
The study followed a systematic procedure, beginning with a review of relevant literature to identify a research gap The Appraisal Theory was selected as the theoretical framework for data analysis The film transcript of "Gone with the Wind" was then sourced from a website and analyzed for sub-types of Attitude, Engagement, and Graduation, which were synthesized into occurrence frequencies Finally, the results were presented in tables and charts, accompanied by discussions and illustrations to support the conclusions, along with recommendations and suggestions for future research.
Data collection
The data collected for studying the research is the transcript of Part 1 in the American epic historical romance film named “Gone with the Wind”
The source of the data was collected from the website Springfield
(2005) The length of the first part is 1 hour 12 minutes and its subtitle consists of nearly 8,500 words.
Data analysis
The analysis of the 8,500-word film transcript utilized Appraisal Theory, focusing on the identification of sub-types within Attitude, Engagement, and Graduation.
After that, the frequencies of occurrence of those evaluative resources were quantitatively and respectively converted into percentage in the form of tables and charts
The data was analyzed with illustrative examples, comparing the distribution of Attitude, Engagement, and Appreciation within the film to clarify their functions in detail.
FINDINGS AND DISCUSSION
Engagement, Attitude and Graduation in “Gone with the Wind” film
The analysis of the first part of the film "Gone with the Wind" identifies three types of Appraisal values: Engagement, Attitude, and Graduation resources, totaling 1,767 instances The frequency of these occurrences is illustrated in Table 4.1 and Figure 4.1.
Table 4.1 Types of Appraisal values in the data
No Appraisal types Frequency of occurrence Percentage
Figure 4.1 Distribution of Engagement, Attitude and Graduation in the data
The distribution of Engagement, Attitude, and Graduation in the subtitles of "Gone with the Wind" reveals a significant imbalance, with Engagement dominating at 56.42% This indicates that Engagement constitutes more than half of the evaluative resources in the film In contrast, Attitude resources account for 28.92%, which is roughly double the amount of Graduation resources at 14.66% Notably, Graduation represents the smallest proportion of the total evaluative resources, being nearly four times less than Engagement.
Engagement in “Gone with the Wind” film subtitle
Engagement is a dominant form of appraisal in conversations, as it effectively presents propositions, counters opposing views, and facilitates negotiation.
Figure 4.2 Distribution of sub-types of Engagement in the data
The pie chart highlights a significant dominance of Heterogloss, accounting for 70.71% of the instances, while Monogloss comprises 29.29% Despite its smaller share, Monogloss plays a vital role in the overall data.
Monogloss is responsible for delivering factual information alongside strong assertions that reflect a character's beliefs during conversations In certain instances, Monogloss focuses on presenting relevant facts.
Monogloss Heterogloss to the topic of the conversation with no overt reference to other subjects as following
[GWTW.U226] (Mammy) - “Well-brought-up young ladies take naps at parties”…
[GWTW.U259] (Ashley) - Most of the miseries of the world were caused by wars
Rhett highlights the stark contrast between their resources and those of their adversaries, stating that while they possess only cotton, slaves, and arrogance, their enemies have factories, shipyards, coal mines, and a fleet capable of blockading their harbors and leading to their demise.
The examples of Monogloss presented illustrate how additional information can reinforce various conversation topics For instance, in example [GWTW.U226], Mammy emphasizes the significance of taking naps at parties Similarly, example [GWTW.U259] introduces facts about war, highlighting its role in global suffering and underscoring the futility of conflict Additionally, in example [GWTW.U268], Mr Butler underscores the Yankees' true strength by enumerating their resources, such as "factories, shipyards, coal mines, and a fleet," contrasting it with the South's reliance on "cotton and slaves and arrogance." This comparison implicitly reveals the South's precarious position in the event of war.
Monogloss provides a strong assertion regarding an event, often functioning as a claim Analysis of the data reveals that the majority of Monogloss instances serve this purpose, with several typical examples highlighted in the findings.
[GWTW.U13] (Scarlett) -This war talk is spoiling all the fun at every part war talk in this spring
[GWTW.U303] (Scarlett) - You led me on, you made me believe you wanted to marry me
In the analysis of "Gone with the Wind," the Monogloss statement highlights how the consequences of war have overshadowed the joys of spring (GWTW.U13) This theme is further reflected in Scarlett's misguided belief in Ashley's love for her (GWTW.U303) Additionally, when Ashley expresses his deep love and understanding for Melanie, it deeply wounds Scarlett (GWTW.U298), showcasing the emotional turmoil that war and unrequited love bring to the characters.
[GWTW.U298] (Ashley) - She's part of my blood and we understand each other
A thorough analysis of Monogloss reveals that the scriptwriter utilizes it primarily to introduce new facts and claims within the conversations This technique aims to provide additional information and reinforce the credibility of the presented data, ensuring that listeners are assured of its accuracy.
Heterogloss resources are widely utilized, accounting for 70.71% of the data analyzed This system encompasses various sub-types, with common examples including phrases like "I think," "they say," "of course," "it seems to me," as well as conjunctions such as "yet," "although," "but," "never," "no," and "must."
Heterogloss not only helps to engage speakers’ opinions with other speakers’ ideas but also present a proposition that is among a wide range of views as follows
[GWTW.U16] (Stuart) - Why, honey, of course there's going to be a war!
[GWTW.U262] (Rhett) - I think it's hard winning a war with words, gentlemen
In example [GWTW.U16], Stuart expresses his agreement and shares his perspective on the imminent war by using the phrase "Of course." Similarly, in example [GWTW.U262], Rhett articulates his belief that "winning a war with words seems to be impossible," indicating that his opinion, introduced by the phrase "I think," may diverge from the views of others.
The purpose of this is to enrich and widen the topic of the conversation and invites more opinions from other speakers to join in the discussion
Furthermore, Heterogloss is an essential element which makes every conversation in the film coherent by using negation and concession as the following examples show
[GWTW.U228] (Mammy) - No and you ain't gonna see no Yankee girls at the ball tonight neither
[GWTW.U475] (Scarlett) - Well, I won’t kiss you for it either
(Rhett) - Open your eyes and look at me
(Scarlett) –No, I don’t think I will kiss you although you need kissing badly
In the example [GWTW.U228], Heterogloss highlights Mammy’s denial in contrast to Scarlett’s perspective that young Yankee girls do not require naps at social gatherings This interaction employs negation through terms like "no" and "ain't," expanding the conversation Likewise, in example [GWTW.U475], the dialogue merges negation (won't, no, don't) with concession (although), illustrating the complexity of their communication.
“although” introduces a statement “you need kissing badly” that makes the main statement “I don’t think I will kiss you” surprising
Heterogloss significantly contributes to the advancement of the argument, with additional examples of this function evident in the data presented below.
[GWTW.U273-U274] (Rhett) - Perhaps you won’t mind if I walk about and look over your place I seem to be spoiling everybody's brandy and cigars and dreams of victory
(Men’s voices) - That's just about what you could expect from somebody like Rhett Butler You did everything but call him out
[GWTW.U250-U253] (Stuart) -There won’t even be a battle They’ll just turn and run every time
(Charles) - One Southerner can lick 20 Yankees
(Stuart) - We’ll finish them in one battle Gentlemen can always fight better than rabble
(Kennedy) - Yes, gentlemen always can fight better than rabble
The use of Heterogloss in dialogue, such as "won't" and "won't even," effectively conveys disagreement and stimulates discussion among characters Additionally, the scriptwriter employs Heterogloss to highlight individual subjectivity, particularly in Rhett Butler's characterization, using words like "just" to suggest intrinsic qualities and "could" to indicate possibilities, contrasting previous statements with "but." Furthermore, in example [GWTW.U250-U253], Heterogloss underscores the perceived simplicity of the enemy, while the repetitive use of "can" by characters like Charles, Stuart, and Kenny reinforces the gentlemen's formidable fighting abilities.
For the last function, Heterogloss helps to expose internal voice of speaker through some typical words like “perhaps”, “must”… as in
[GWTW.U162] and [GWTW.U334] as following
[GWTW.U162] (Scarlett) - I've been looking for you everywhere
I've got something I must tell you
[GWTW.U334] (Charles) - But I thought perhaps now - now that we're going and you say that you'll be sorry - Oh, Miss O'Hara, I told you I loved you
Engagement, encompassing both Monogloss and Heterogloss, fosters a sense of involvement among speakers and listeners during conversations This interaction not only sustains attention but also enhances the overall fluency of the dialogue and the narrative flow.
Heterogloss dominates the data, significantly outnumbering Monogloss, which is less prevalent and primarily reflects the speaker's assertions about facts and phenomena without referencing external sources Monogloss utterances focus on providing informative facts related to the conversation topic In contrast, Heterogloss incorporates various specific moves that facilitate the engagement of the speaker's opinions with others, allowing for a broader range of perspectives on issues This approach fosters debate and encourages further discussion, highlighting Heterogloss as a crucial element that enhances the coherence and logic of conversations in the film.
Attitudinal Resources in “Gone with the Wind” film subtitle
This section examines the linguistic resources in the data that indicate a projection of Attitude, aligning with expectations for an epic historical romance film like "Gone with the Wind." The analysis shows that various aspects of Attitude emerge when the speaker conveys Affectual meanings, Judgments, and Appreciations Furthermore, it also addresses the significance of both positive and negative Attitude resources in the narrative.
4.3.1 Attitudinal Resources in the data
Attitude encompasses individuals' emotional responses, behavioral judgments, and evaluations of various aspects It consists of three key components: Affect, Judgment, and Appreciation Figure 4.3 illustrates the detailed contributions of these sub-types of Attitude within the data.
Figure 4.3 Distribution of sub-types of Attitude in the data
Figure 4.3 provides valuable numerical insights into the contributions of three sub-types of Attitude within the data Notably, there is a significant disparity in the distribution of these sub-types, highlighting the need for further examination.
Judgement constitutes 39.92% of the Attitudinal resources in the film, highlighting its significance through the behaviors of main characters like Scarlett, Rhett, and Ashley Following Judgement, Appreciation accounts for 30.33%, while Affect makes up 29.75%, marking it as the least frequent type of Attitudinal resources Notably, the proportions of Affect and Appreciation are nearly equal, indicating a balanced representation of emotion and evaluation within the data.
4.3.1.1 Affect resources in the data
With respect to Affect, it only makes up 29.75% of total Attitude resources, making it the least frequently used figure However, their contribution cannot be ignored because of some reasons
Affect refers to the emotions expressed by a speaker or writer, reflecting positive or negative feelings and reactions to behaviors, processes, and phenomena It serves as a tool for speakers to present themselves in an emotional context and to create a sense of solidarity with their audience Typically, Affect is conveyed through adjectives, verbal elements, comment adjuncts, and nominalizations, which evoke feelings such as happiness, sadness, confidence, anxiety, interest, or boredom (Martin & White, 2005).
[GWTW.U284-U287] (Ashley) - What are you up to? Well, why aren’t you upstairs resting with the other girls? What is this, Scarlett? A secret ?
(Scarlett) - Oh, Ashley, Ashley I love you
[GWTW.U289-U291] (Scarlett) - Oh, don’t tease me now Have I your heart, my darling? I love you, I love you
(Ashley) -You mustn’t say such things You’ll hate me for hearing them
(Scarlett) -Oh, I could never hate you, and I know you must care about me because
Oh, you do care, don't you?
In [GWTW.U284-U287] and [GWTW.U289-U291], Scarlett's repeated use of the word "love" emphasizes her deep affection for Ashley, conveying a sense of happiness and a longing for true love This emotional weight contrasts sharply with the verb "hate," which represents the darker side of relationships and reflects feelings of unhappiness.
A quantitative analysis of Affect values reveals a wide variety of Affect items associated with happiness The scriptwriter skillfully incorporates numerous happy Affects to foster positive emotions and convey genuine appreciation in dialogue This approach is particularly evident in the examples provided.
[GWTW.U150-U151] (Gerald) -There's none in the county can touch you, and none in the state
(Scarlett) - Pa! So it's proud of yourself, you are
[GWTW.U173] (Melanie) - Oh, Scarlett, you have so much life I've always admired you so I wish I could be more like you
In [GWTW.U150-U151], the adjective "proud" reflects Scarlett's deep affection for her father, while in [GWTW.U173], the verb "admire" conveys Melanie's admiration for Scarlett The scriptwriter skillfully employs these expressions to convey the characters' emotions and foster a positive atmosphere in their conversations.
To express complex emotions, the scriptwriter skillfully portrays a range of feelings such as fierceness, boredom, and fear This technique fosters authentic dialogue between characters and develops distinct personalities for the main figures from diverse perspectives Here are some notable examples illustrating each emotion.
[GWTW.U3] (Scarlett) - War, war, war! This war talk's spoiling all the fun at every party this spring I get so bored I could scream!
[GWTW.U181] (Scarlett) -Charles Hamilton, I want to eat barbecue with you Mind you, don’t go philandering with any other girl, 'cause I'm mighty jealous
As can be seen clearly from the first example [GWTW.U3], Scarlett’s extreme boredom and furiousness are vividly depicted through the words
The use of contrasting emotions, such as "bored" and "scream," alongside the adjective "jealous" in the context of Scarlett witnessing Charles's flirtation, effectively highlights the internal conflict within her character This interplay of happy and unhappy feelings not only enriches the dialogue but also captivates the attention of other characters By alternating between positive and negative emotions throughout the conversations, the film creates a diverse emotional landscape that enhances character development and engagement.
4.3.1.2 Judgement resources in the data
Generally, the concept of Judgement deals with positive and negative attitudes towards human behavior and their character Accounting for 39.92%,
Judgement resources are the most prominent subtype of Attitude in the corpus, serving as a crucial mechanism for speakers to assess others' behavior based on moral standards and societal norms This evaluative tool allows individuals to express admiration or criticism, offering a means to praise or condemn actions in conversations.
Firstly, Judgement appears prevalently in every conversation owing to speakers’ attitudes towards human behaviour and their character through the numerous linguistic resources and happenings as follows
[GWTW.U141] (Mammy) - Now don’t eat too fast No use having it come right back up again Why does a girl have to be so silly to catch a husband?
It is obvious that Judgement resources in example [GWTW.U141] evaluate Scarlett’s unacceptable behaviours through the words “fast” and
“silly” Therefore, by using these items in the conversation, Mammy wants to criticize Scarlett for her hastiness in a marriage and her bad eating habit
The speaker employs judgment to assess individuals' behavior according to established social ethics and norms of appropriateness Below are examples that illustrate this concept of judgment.
[GWTW.U230] (Scarlett) - You mind your own business! You’ll be lucky if you don't lose old whisker-face Kennedy
[GWTW.U413] (Rhett) - I can't bear to take advantage of your little-girl ideas, Miss O'Hara But I'm neither noble nor heroic
[GWTW.U478] (Scarlett) - Oh, and I suppose you think you're the proper person
As can be seen from the example [GWTW.U230], the expression
The term "lucky" highlights Suellen's fortunate success in winning Kennedy's affection, while the adjective "proper" in example [GWTW.U478] underscores Rhett's commendable traits, revealing him as a man of noble and heroic qualities despite his own denial These judgments serve to portray Rhett as a figure of immense courage, earning him admiration from those around him.
Thirdly, Judgement takes on the role of evaluating person’s manner based on legal or religious rules Here are some examples of such cases
[GWTW.U175] (Ashley) - Nobody could accuse Melanie of being insincere Could they, my dear?
[GWTW.U480] (Scarlett) -You're a conceited, black-hearted varmint, Rhett Butler And I don’t know why I let you come and see me
The evaluation of honesty in characters is illustrated through the use of adjectives like "insincere," which Ashley denies to highlight Melanie's genuine qualities, as seen in example [GWTW.U175] Similarly, in example [GWTW.U480], terms like "conceited" and "black-hearted" offer a glimpse into Rhett's character These judgment resources effectively characterize the speakers, enhancing the audience's understanding of their personal psychology.
Judgement resources play a crucial role in conversations, particularly when a speaker criticizes or condemns individuals or situations For instance, the term “handsome old thing” in example [GWTW.U191] is employed to express disdain for someone's behavior and appears frequently as a definitive assertion Similarly, Scarlett uses negative Judgement items, such as calling Ashley a “coward” in example [GWTW.U301], to convey her contempt for him These examples illustrate how Judgement resources effectively communicate critical sentiments within the dialogue.
[GWTW.U191] (Scarlett) -Brent and Stuart Tarleton, you handsome old things, you! Oh, no, you're not! I won’t say that I'm mad at you!
[GWTW.U301] (Scarlett) - Well, why don’t you say it, you coward?
You're afraid to marry me