RATIONALE
Language serves as a vital instrument for expressing thoughts and understanding the world, as noted by David Crystal (2007) It acts as a universal key that enables individuals to unlock the mysteries of the universe Additionally, the insights shared in "Happy Teachers Change The World" by Thich Nhat Hanh and Katherine Weare (2017) emphasize the growing importance of compassionate communication among individuals.
"Happy Teachers Change The World" emphasizes the power of language in expressing thoughts, serving as a pathway to happiness and peace The book highlights that fostering happiness and mindfulness in children begins with the adults in their lives Through simple yet profound language, the authors convey deep philosophies that inspire a transformative approach to teaching and personal well-being.
To fully grasp the book's content, readers encounter certain challenges What contributes to the book's clarity and unique significance? A closer examination reveals two prominent linguistic techniques: Nominalization (NML) and Grammatical Metaphor (GM), which enhance the text's effectiveness on every page.
NML, defined as "the process by which non-nominal structural elements are made to function as nominal elements" (Liesbet Heyvaert, GM, 2000, p 69), is indeed a component of GM However, NML possesses distinct properties that differentiate it from GM This distinction is particularly evident in various text types, especially scientific texts, where NML plays a significant role.
Metaphor, particularly General Metaphor (GM), plays a crucial role in understanding the meaning of words and sentences in communication, as highlighted by Cassi L Liardet (2016) This concept is essential for presenting densely packed information effectively.
Metaphor, as defined by Halliday, involves a verbal transference where words are used non-literally to convey meanings that differ from their conventional definitions, relying on similarities There are two key types of metaphor: Lexical Metaphor and GM (General Metaphor) It is noted that a higher presence of GM in a book correlates with a greater depth of meaning within the text.
GM, or "transcategorization," as defined by Halliday (1985), refers to the phenomenon where one grammatical class or structure is replaced by another, resulting in more concise and impactful expressions.
In his works (1985, 2004, 2014), Halliday categorized grammatical metaphors (GM) into two primary types: Metaphors of Mood, which encompass Modality, and Metaphors of Transitivity These categories correspond to Ideational GM and Interpersonal GM in terms of semantic functions Halliday demonstrated that GM is crucial for crafting vivid imagery, enhancing the text's value and diversity in both form and content.
In "Happy Teachers Change the World," Thich Nhat Hanh and Katherine Weare explore the concepts of nominalization and grammatical metaphor, highlighting their significance in transforming educational practices The authors emphasize that by understanding these linguistic tools, educators can enhance their communication and foster a more mindful learning environment Through practical examples, the book illustrates how these techniques can lead to deeper connections between teachers and students, ultimately contributing to a more compassionate and effective educational experience.
Nominalization: Types of word formation
(1) Awareness (mindfulness) is a natural human faculty that is probably not as appreciated within educational circles to the degree that thinking is appreciated [p XIV]
Mindfulness [NML: Noun -> Adjective -> Noun]
In example (1), three words „ awareness„, „mindfulness‟ and „thinking‟ are nominalizations at the level of the word (or Simple NML) „Awareness‟ and
„mindfulness‟ are nominalizations which are the transformation of adjectives into nouns It is a tranference a Quality into a Thing
Nominalizations are created by adding suffixes to adjectives, allowing them to function as subjects in a sentence For instance, the suffix -ness transforms the adjectives "aware" and "mindful" into the nouns "awareness" and "mindfulness," respectively This process highlights the state or quality of being aware or mindful.
“ mindfulness” is the transformation of Noun into Adjectives and then into Nouns
It is a transference a Thing into a Quality and then into a new Thing which is different from the initial Thing
In the context of "thinking," NML represents a transformation of a process into a noun This nominalization of the verb "think" allows us to refer to an action, specifically a mental action, by using the term "thinking."
NML is a fundamental process for generating GM, serving as one of the two primary components of the thesis This article will illustrate how GM is developed through NML and explore the various types of GM that exist.
Besides Lexical Metaphor like “ The bell is an ambassador of peace and happiness in our home or classroom [p.21]”, GM including Ideational GM,
Interpersonal GM and even Textual GM appear in the book:
(2) It is a wonder that we are alive and that we are making steps on this beautiful planet [p.4]
It is truly a wonder that we are alive and taking steps on this beautiful planet This transformation occurs through the nominalization of the adjective "wonderful" into the noun "wonder," highlighting the significance of our existence and experiences.
(3) Would you like me to tell you what I did in Plum Village? [p.41]
In example (3), the speaker expresses their experiences in Plum Village by utilizing an interrogative mood rather than an imperative This approach is referred to as the Interpersonal Metaphor of Mood, highlighting the shift from one mood to another.
(4) It is not because you have a lot of electronic devices that you improve the quality of communication [p XX]
In Martin's (1992) classification of Textual Genre Models, the reference in (4) is categorized as one of the four types of Textual GM It does not represent a participant or entity in the real world; instead, its primary function is to identify and convey facts.
AIMS AND OBJECTIVES
Aims of the study
- Investigate the types and the functions of NML in the book“Happy
Teachers Change The World” by Thich Nhat Hanh and Katherine Weare
- Investigate GM including Ideational, Interpersonal and Textual ones used in” Happy Teachers Change The World” by Thich Nhat Hanh and Katherine Weare
- Find out the evidences to solve the research questions related below.
Objectives
Objectives required in this study are to:
In "Happy Teachers Change The World" by Thich Nhat Hanh and Katherine Weare, the authors articulate the concept of Nurturing Mindfulness Learning (NML) through various expressive methods They emphasize semantic features such as compassion, awareness, and connection, which foster a supportive learning environment Syntactically, the text employs clear and engaging language that invites reflection and promotes mindfulness practices among educators The functions of NML are highlighted as essential for personal well-being and effective teaching, ultimately contributing to a transformative educational experience that benefits both teachers and students.
- Point out Nominalizations used in different levels of word, phrase and clause
- Investigate and point out the ways of expressing GM in ” Happy Teachers Change The World” including Ideational, Interpersonal and Textual ones, mainly from the functions of NML
- Collect NML and GM patterns used in the book and offer the suggestions to learn and teach English.
RESEARCH QUESTIONS
To achieve the aims and the objectives mentioned above, the thesis writer attempts to answer the following research questions:
1 What are the types and the functions of Nominalization used in the book” Happy Teachers Change The World” by Thich Nhat Hanh and Katherine Weare?
2 How are Ideational GM, Interpersonal GM, and Textual GM expressed through Nominalization in the book” Happy Teachers Change The World” written by Thich Nhat Hanh and Katherine Weare?
SCOPE OF THE STUDY
This study explores the Nominalization, Modality, and Grammatical Metaphor (NML and GM) within the context of Ideational, Interpersonal, and Textual elements found in "Happy Teachers Change The World" by Thich Nhat Hanh and Katherine Weare The analysis is primarily based on Halliday’s framework from "An Introduction to Functional Grammar" (1985, 2004, 2014), while also incorporating cognitive linguistics to examine NML and GM for the first time in this research context.
SIGNIFICANCE OF THE STUDY
This research aims to enhance the understanding of Nominalization (NML) and Grammatical Metaphor (GM) within the field of linguistics The study's findings offer valuable insights into the roles and expressions of NML and GM, enabling deeper text comprehension and improved writing practices Additionally, the thesis serves as a resource for individuals interested in exploring NML and GM through the lens of Functional Grammar, providing updated information and essential knowledge in the area.
ORGANIZATION OF THE STUDY
This study consisted of five chapters as follows:
Chapter 1, the introduction of the study, includes the rationale, justification, the scope of the study, the research questions, hypothesis, and organization of the study
Chapter 2, the literature review, presents the previous study related to the study, giving a strong statement of the importance of this thesis and some theoretical backgrounds of the study
Chapter 3 outlines the study's methods and procedures, detailing the aims and objectives, the research methodology, the design of the study, as well as the processes for data collection and analysis.
Chapter 4: Findings and Discussion is divided into two key sections The first section focuses on clarifying and analyzing the various types of Non-Material Labor (NML) The second section delves into the methods of expressing the types of Grammatical Metafunction (GM) through NML, specifically examining Ideational GM, Interpersonal GM, and Textual GM.
Chapter 5 includes the conclusion and the implications, the limitations, and suggestions for further study
Chapter Two LITERATURE REVIEW AND THEORETICAL BACKGROUND
A REVIEW OF PREVIOUS STUDIES RELATED TO THE TOPIC
This section aims to highlight resolved, unresolved, and incomplete issues in documents pertinent to my research, providing an overview of the historical and current context of related studies By doing so, it will accurately identify the research problem for the thesis The literature, including books and articles, is organized chronologically to emphasize the research topic, followed by a discussion of the various types of GM.
Since the introduction of NML and GM, these linguistic phenomena have garnered significant attention, as evidenced by numerous influential books and articles Halliday (1985) in “An Introduction to Function Grammar” clarifies that GM is a metaphor that complements lexical metaphor, distinguishing between Ideational and Interpersonal GM Additionally, Martin, J.R (1991) discusses NML's role in science and humanities in “Functional and Systemic Linguistics: Approaches and Uses,” highlighting its importance in distilling knowledge and scaffolding text, which broadens our understanding of language Furthermore, Miriam's work on GM in Systemic Functional Linguistics provides a historiography of its initial study and introduction, showcasing its relevance in linguistic research.
Taverniers (2003) introduces the concept of Grammatical Metaphor (GM), while Liesbet Heyvaert (2003) in "Nominalization as GM" argues that Nominalization serves as a key resource for creating metaphorical rather than typical lexical-grammatical realizations of semantic categories Additionally, Romero and Soria (2005) explore Halliday's notion of GM in their work, "The Notion of GM in Halliday." E Romero (2006) further examines this topic in "GM and Lexical Metaphor: Different Perspectives on Semantic Variation," focusing on the nuances of semantic variation within the framework of GM.
In the context of systemic functional linguistics, GM is explored as a significant concept The Pragglejaz Group (2007) introduces the MIP method, which provides a reliable approach for identifying metaphorically used words in discourse Additionally, Cassin Liardet (2016) elaborates on the relationship between NML and GM, further enhancing our understanding of these linguistic frameworks.
The article "Theory" outlines a detailed framework for tracking learners' development of nominalizations, a key aspect of the linguistic resource known as Generalized Metaphor (GM) Authored by Quingshun He and Bingjun Yang in 2019, the study examines the transfer directions of GM through the lens of Systemic Functional Linguistics It seeks to determine the potential for bidirectional transfer among the three types of GMs: Ideational, Interpersonal, and Textual Metaphors.
The GM phenomenon is highlighted through its various types, as discussed in several scholarly articles Miriam Taverniers (2008) emphasizes interpersonal GM within Halliday’s systemic functional linguistic model, while Kazemmian (2013) explores ideational GM, focusing on process types and nominalization through a Hallidayan lens Additionally, Yang (2018) addresses challenges in defining and identifying textual metaphor in her article "Textual Metaphor Revisited."
Numerous prior studies on metaphorical grammar (GM) have been conducted by Vietnamese researchers, including Phan Văn Hòa's 2008 work, "Ẩn dụ, ẩn dụ dụng học và ẩn dụ ngữ pháp," which offers a comprehensive analysis of GM theory, its historical context, definitions, and challenges in Lexical-GM research Additionally, Lê Thị Giao Chi's 2014 article, "GM in English Official Documentation," explores metaphorical expressions through nominalizations in official texts, further contributing to the understanding of GM in various contexts.
(2015) is “Hiện tượng về ẩn dụ ngữ pháp trong Tiếng Anh và Tiếng Việt” This article discusses G.M in English based on the framework introduced by Halliday
(1994) In “GM used in academic writing” Phan Văn Hòa and Hồ Trịnh Quỳnh Thư
In their 2018 study, the authors explore the theory of generative grammar (G.M.) and categorize its various types The paper synthesizes and filters the categories of G.M relevant to academic writing, proposing their application in the writing teaching process within educational settings Additionally, the work titled “Danh hóa và Ẩn dụ ngữ pháp từ góc nhìn ứng dụng ngôn ngữ” by Phan Văn Hòa and Giã contributes to this discussion.
Thị Tuyết Nhung (2020) explores the processes of nominalizing word classes and their functions, while also identifying the three types of grammatical metaphor (GM): Ideational, Interpersonal, and Textual A significant study on GM is the article “Ideational Metaphor in English and Vietnamese Behavioral Clauses,” co-authored by Phan Văn Hòa and Nguyễn Thị Tú Trinh (2018) This research examines the major patterns of Ideational grammar in behavioral clauses in both languages, based on the frameworks established by Halliday and Matthiessen (2000, 2004) and Martin et al It focuses on the diverse constructions and shifts in Ideational Metaphor, particularly transitivity metaphor, and analyzes the grammatical variations between congruent and incongruent forms in transitivity configurations within English and Vietnamese behavioral clauses.
Besides, there are a range of master‟s thesis investigating Nominalization or
GM such as” An investigation into NML in English and Vietnamese newspapers as
GM device in the Functional Grammar perspective” by Nguyễn Văn Vui (2011)
The thesis carries out a detailed exploration of the functions, the operation of NML in The Functional Grammar perspective Phạm Thị Mai Phương (2014) in “An
Investigation into GM in Complete Ghost Stories by Charles Dickens” presents an investigation into GM in stories
The articles mentioned provide valuable insights into NML and GM, serving as essential resources for my thesis research While numerous studies exist on NML and GM, there is a notable lack of comprehensive analyses that explore Ideational GM, Interpersonal GM, and Textual GM within a single work Consequently, "Happy Teachers Change the World" by Thich Nhat Hanh and Katherine Wear stands out as the inaugural book selected for examining these two significant language phenomena.
THEORETICAL BACKGROUND
Functional Grammar
Functional Grammar, as described by Martin, Matthiessen, and Painter (1997), views grammar through the lens of its practical use in communication This approach emphasizes the evolution of grammatical systems as tools for facilitating interpersonal interactions Givón also supports this perspective, highlighting the importance of grammar in social engagement.
(1968) describes that Functional Grammar as “a set of strategies that one employs in order to produce coherent communication” Halliday (1994), who gave the birth of
Functional Grammar, also known as Systemic Functional Grammar, views language as a network of interrelated systems that facilitate meaning-making The term "functional" indicates that language exists due to its practical applications This approach is functional in three ways: it interprets texts, analyzes the system, and examines the elements of linguistic structures Primarily, Functional Grammar aims to understand language usage, identifying the functional components that convey meaning Unlike traditional grammar, which focuses on the components of clause structure, systemic functional grammar emphasizes the roles of these components within the clause According to Halliday, grammar is understood as a set of systems rather than rigid rules, as each grammatical structure involves making choices from a defined set of options.
Language serves as a potential for meaning, as proposed by Halliday, who asserts that it is functionally organized Every language possesses the ability to convey experiences (ideational function), facilitate complex social interactions (interpersonal function), and integrate these meanings into coherent texts (textual function) This progression is exemplified in G.M., which evolves from Process to Entity, ultimately culminating in NML (Halliday 2004/2014).
Nominalization
Noun Modification Language (NML) is a key concept in linguistics, described by Bussmann (2000) as a creative process that transforms various parts of speech into nouns, primarily from verbs and adjectives due to the relative ease of this transformation Matthews supports this view, defining NML as any process that converts a noun or noun phrase from other syntactic units, while Biber (1998) emphasizes that nominalized words typically arise from adding suffixes to verbs and adjectives Collectively, these scholars highlight NML as a transformational process involving changes in word classes, particularly from verbs and adjectives (Biber et al 2000; Crystal 2002) However, Banks (2005) critiques these definitions for being limited to lexical levels and primarily focusing on verbs and adjectives In contrast, Halliday presents a more comprehensive theory, asserting that NML encompasses any element, phrase, or clause functioning as a nominal structure.
Halliday's definition of NML represents a significant advancement in the field of research, highlighting the functional aspects of language and its practical application He conceptualizes NML not merely as a lexical item but as a grammatical expression that undergoes a complex transformational process This perspective aligns with other researchers who also recognize that NML primarily evolves from verbs or adjectives.
The definition of Noun Marking Language (NML) encompasses "any element or groups of elements," extending its scope beyond mere lexical levels to include syntactic levels According to Hu (1989), NML operates as a noun or nominal group within a clause, highlighting its role as a dynamic transformational process rather than a static word This perspective emphasizes the complexity and functionality of NML in sentence structure.
The theoretical foundation of NML is grounded in GM, particularly ideational metaphor, leading Halliday to categorize NML in alignment with this concept In his 1996 work, Halliday identified five distinct types of NML that are reflected within the lexicogrammatical strata.
Table 2.1 Five types of nominalizations Semantic functions Grammatical functions Lexicogrammatical class
(1) quality entity epithet thing adjective noun
(2) process entity i event thing ii auxiliary thing verb noun
(3)circumstance entity minor process thing preposition noun
(4) relator entity conjunctive thing conjunction noun
(5) entity (expansion) head modifier noun various
The five types of nominalization (NML) under the framework of GM include quality, process, circumstance, relator, and zero, each representing a distinct transformation Quality NML encompasses nominalized words derived from adjectives, while process NML is characterized by converting verbs into nouns Circumstance NML involves the transformation of prepositions or prepositional phrases into nouns Relator NML is formed from conjunctives, and zero NML arises from the conversion of zero to a noun Together, these five categories comprehensively cover all forms of nominalization within this framework.
Let‟s analyze the types of NML in both Simple NML (lexical Nominalization) and Complex NML (syntactic Nominalization) to understand deeply these phenomena
In linguistics, Simple NML refers to using a verb, adjective, or adverb as the head of a noun phrase, which can involve morphological transformation Various methods exist for forming Simple NML, with affixing, particularly suffixing, being one of the most effective English features two primary types of suffixes for nominalization: de-verbal and de-adjectival nominalizers.
De-verbal nominalizers including –al (arrive-> arrival), -age (marry-> marriage),- ance (assist-> assistance),-ion(complete->completion),
De-adjectival ones are –ance/ence (significant-> significance/different-
Besides, there are some forms of NML such as using stress shift (e.g con‟tent (adj)-
„content (n)), definite article the (poor-> the poor) and so on
Let‟s look at the process of forming simple NML shown below
Many languages utilize mechanisms to form action nouns from action verbs and state nouns from stative verbs or adjectives, reflecting the essence of the verb or adjective English, in particular, boasts a diverse selection of suffixes designed for this purpose, as demonstrated in the examples below.
(1) create —> creation, arrive —> arrival, stupid —> stupidity, quiet —> quietness
In English, action or state nouns can be created by reversing the order of a verb and its object within a verb phrase This method is particularly effective when using the –ing form, making it a productive strategy for noun formation.
(2) drive a truck —> truck-driving, trim a tree —> tree-trimming, hunt for a house —> house-hunting + Agentive Nominalization
In English, action verbs can be transformed into nouns that signify "one who performs the action," a process known as "Agentive NML." Although the term suggests a specific grammatical structure, it is important to note that the resulting noun does not always have to conform to traditional definitions.
„agent‟ relationship with the verb from which it is derived
In English, for example, the suffix -er derives nouns meaning „one which
“verbs”‟ from both agentive and nonagentive verbs:
However, this process is constrained in certain ways: for example, -er may not be added to adjectives, and there are many stative verbs with which it cannot occur:
(4) tall —> *taller, tall one, fall —> *faller, one that falls/fell + Instrumental Nominalization
There is a (typically morphological) process for forming from an action verb a noun meaning „an instrument for “verbing”
English, of course, is similar: -er is used in both functions:
(6) slice —> slicer, mow —> mower + Manner Nominalization
The action noun is indeterminate between a fact/occurrence interpretation and a manner interpretation English gerunds are like this:
(7) his walking can refer either to the fact or occurrence of his walking or to the way he walks
Languages generally exhibit low predictability in their noun formation processes, although English shows slightly more consistency For instance, polysyllabic verbs ending in -ate typically form their action nouns with the suffix -ion, as seen in create/creation Similarly, adjectives ending in -able or -ible often transform into nouns with -ity, such as respectable/respectability However, there are exceptions, as seen with the noun forms of refuse (-al), accuse (-ation), and true (-th, resulting in truth), which cannot be predicted.
To sum up, in English, Simple NML is often associated with specific morphology but may Complex NML show morphological marker? Let‟s follow the next part
In syntax, nominalization (NML) transforms clause structures by converting verbs and adjectives into the heads of nominal groups This process is closely linked to the concept of grammatical metaphor (GM), positioning NML as a key resource for creating metaphorical rather than typical lexicogrammatical representations of semantic categories For instance, the nominalized phrase "the cast's brilliant acting" serves as the metaphorical equivalent of the clause "the cast acted brilliantly." Halliday asserts that metaphorical wording carries an additional layer of meaning, functioning both metaphorically and congruently.
Congruent mode: (8) (a) The enemy destroyed the city
Metaphorical mode: (b) The enemy‟s destruction of the city
When a clause is transformed into its nominalized form, the function of each component within it alters Halliday refers to the original clause as the congruent mode, while the nominalized version is termed the metaphorical mode The complex nominalization effectively converts the verb "destroy" into the head of a nominal group, resulting in "the enemy's destruction," which comprises a phrasal structure that exceeds the size of individual words.
The two versions are analyzed in the tables below:
Table 2.2 Congruent Mode of a Figure (Halliday and Matthiessen 1999)
Congruent Mode The enemy destroyed the city
Function Participant:Actor Process:Material Participant:Goal
Class nominal group verbal group nominal group
Table 2.3 Metaphorical Mode of a Figure (element) Metaphorical Mode The enemy’s destruction of the city
The transformation of a word class alters its function, while complex nominalization modifies the structure of a clause For instance, clause (8a) serves as a message conveying specific content from the speaker or writer to the listener or reader Once nominalized, this message turns into a presupposition, where the content is perceived as either "Given" information or a "New" concept.
+ Combine clauses with THAT or THE FACT THAT and words starting with WH-: What (ever), When (ever), Where (ever), Who (ever) and How
According to Zeno Vendler (1968) in “Adjectives and Nominalizations”, to transfer from a sentence or clause to NML with THAT, it must have the following structures:
(n: nominal) n V + (e.g That he died surprised me.)
N V n (e.g I know that he died.) n is A (e.g That he died is unlikely.) n is N (e.g That he died is a fact.) [12p.36]
In addition, the phrase "the fact that" (in fact) in English can also be used to form the Complex NML in clause For example:
One characteristic regarding farm holidays is the fact that the different offers are so varied (CB)
The Complex NML in clause often appears in abstract, singular nouns (after the nominal clause, the verb is in the singular)
Words that begin with wh- can also be used to identify clauses in English
According to Thomson and Martinet [155, p.247], a clause may begin with the words what, when, who, why or how, for example:
(8)They‟ll believe whatever you tell them
(9) I forget who told me this
According to Lester M (1971), the phrases "whatever you tell them" and "who told me this" are considered Complex Nominalizations because they act as nouns and serve as the object within a clause Additionally, combinations of words that start with "wh-" also exemplify Complex Nominalization in clauses.
+ Derivative verbs of propositions into nouns: nominalized by adding –ING to verbs
In modern English, the phrase "the fact that" is used less frequently as it can make sentences cumbersome To create more concise sentences, one can replace "the fact that" by converting the verb into a noun, often by adding -ing, thus eliminating unnecessary words and enhancing clarity.
(10) The fact that I denied what he accused me of impressed the jury
-> My denial of his accusations impressed the jury
-> In denying his accusations, I impressed the jury
Grammatical Metaphor
Metaphors play a crucial role in communication, enriching our expressions and adding depth to our thoughts As noted by Burke (1969), metaphors allow us to perceive one concept through the lens of another, providing unique perspectives and insights This linguistic phenomenon is not only a beautiful rhetorical device but also a fundamental aspect of our cognitive processes Lakoff and Johnson (1980, 1999) emphasize that our thinking and actions are often rooted in metaphorical concepts, highlighting the pervasive influence of metaphors in our daily lives.
In 2004, Simpson described metaphor as a mapping process between two distinct conceptual domains: the target domain, which represents the topic or concept being illustrated, and the source domain, which provides the basis for the metaphorical expression.
In the light of the conceptual metaphor theory, metaphor is considered a
Metaphors are rooted in the properties of concepts and are fundamentally linked to thought processes They function through cross-domain mappings that convey characteristics from a concrete source domain to a more abstract target domain These mappings are structured, asymmetric, unidirectional, and based on everyday experiences, following a clear pattern: the target domain is understood in terms of the source domain.
Linguistic metaphors are expressions conveyed through language, while conceptual metaphors represent mental frameworks that illustrate the connections between seemingly unrelated words or expressions from different domains at a cognitive level.
Love is often described as a journey, where "Love" serves as the target domain and "Journey" acts as the source domain This metaphor illustrates the idea that once we embark on this emotional path, there is no turning back, as highlighted by Lakoff (1993) with the phrase, "We can’t turn back now."
Metaphor, as defined by Halliday (1985), involves a verbal transference where a word is used in a non-literal sense, creating a variation in meaning This linguistic device represents an irregularity in content, employing a term in a way that differs from its conventional meaning while still maintaining a connection through similarity.
Here are some examples of metaphor to illustrate more clearly this phenomenon
(12) All the senior managers will be swept out
The metaphorical nature of language can be illustrated through expressions that convey a transition from physical actions to abstract concepts For instance, the term "sweep out" metaphorically signifies the dismissal of staff members, moving from a literal action of removing something to an abstract notion of termination Similarly, the word "grasp," originally meaning to physically seize and hold, is employed to denote the understanding of an idea Additionally, the act of crying, or "shedding tears," metaphorically represents the concept of "raining."
A metaphor is fundamentally a "second-order" phenomenon in language, as it can only be classified as metaphorical when compared to a corresponding non-metaphorical expression Halliday (1985: 321) further elucidates the concept of metaphor from a grammatical perspective, as discussed in Ravelli's General Meaning view within Systemic Functional Linguistics (SFL).
A metaphorical expression implies the existence of a corresponding literal or congruent expression This means that for every semantic configuration, there is a congruent realization within the lexical grammar Additionally, there may be other expressions that are metaphorical or transferred in nature.
The concept of Grammatical Metaphor (GM) is significant in Systemic Functional Linguistics (SFL), first introduced by Halliday in 1984 and formally defined in his 1985 work, "An Introduction to Functional Grammar." GM represents an incongruent realization of semantic configurations within lexicogrammar, contrasting with the congruent mode, which reflects typical experiential construals Halliday posits that there is a direct relationship between form, meaning, and experience, suggesting that lexicogrammar functions as a natural symbolic system This implies a congruent connection between grammatical categories and reality, where the roles of participants in clause structures are expressed through different grammatical functions, maintaining a natural sequence from meaning to realization.
(17) (a) Mary came upon a wonderful sight
(b) A wonderful sight met Mary‟s eyes
In examples (17)(a) and (17)(b), the phrase "Mary saw something wonderful" is represented through metaphorical variants, highlighting the nominalization of the experience as "a wonderful sight." The actor, Mary, is portrayed differently in these examples: in (17)(a), she is the subject of the main clause, while in (17)(b), she is represented as the determiner in the phrase "Mary's eyes."
(18) (a) The cast acted brilliantly so the audience applauded for a long time (b) The cast‟s brilliant acting drew lengthy applause from audience
In the metaphorical mode, verbs like "acted" and "applauded" transform into nouns such as "acting" and "applause." The cast is represented as possessive, while the audience is incorporated into a prepositional phrase Additionally, the circumstances are effectively converted into adjectives within nominal groups These alterations create the impression that acting and clapping are tangible entities, exemplifying the concept of grammatical metaphor.
Like many other linguists, Liardet (2016) applied Halliday's point of view to explain GMs in the figures through following examples
(19) (a) Because more people are immigrating to Sydney, properties cost more money
Figure 2.1.Congruent realization [Variation A] (Liart (2016, page17) verbal group: are i mmigrating to, cost participant nominal group: more people, Sydney, properties, more relator conjuction : because
The inner circle of the Lexico-Grammar includes nominal groups such as "more people," "Sydney," "properties," and "more money," along with verbal groups like "are immigrating to" and "cost to." These elements connect to the outer circle of Discourse Semantics, which encompasses processes, participants, and relational factors.
From there, using the GM method can make many propositional variants, at least two types:
(b) Due to increased immigration to Sydney, properties cost more money
Figure 2.2.Incongruent realizations mapped onto the Lexico- Grammar
(c) Sydney‟s immigration growth has led to increased property cost s
Figure 2.3 Incongruent realizations mapped onto the lexico- grammar
Verbal group participant nominal group: increased immigration to Sydney relator conjuction
Verbal group: has led to particip ant nominal group:
Sydney‟s immigration growth; increased property costs relator conjuction
Figure 2.2 relates to Figure 2.3: The inner circle and the outer circle show the relationship through the relators using dots: Verb group are immigrating
(Figure 2.2) converts into immigration to Sydney (Figure 2.3) and conjunction because ( Figure2.2) converts into due to ( figure 2.3) to show incongruent
The relator group variation in G.M shows how the transfer verb "has led to" transforms the first clause into the nominal group "Sydney’s immigration growth," while the subsequent clause is restructured into the nominal group "increased property costs."
According to Halliday (1985, 1994), expressions can be categorized into two types: congruent (non-metaphorical) and incongruent (metaphorical) Typically, nouns represent people, places, and things, while actions are conveyed through verbs Halliday identifies three types of grammatical metaphors (GMs): the Ideational GM, which encompasses process types and nominalization; the Interpersonal GM; and the Textual GM.
INTRODUCTION TO AUTHORS AND BOOK “HAPPY TEACHERS
Thich Nhat Hanh
Thich Nhat Hanh, a revered Vietnamese Zen master, poet, and peace activist, dedicated his life to teaching mindful living based on the principles of Shakyamuni Buddha Residing in Plum Village, France, he traveled globally to share his wisdom until returning to Tu Hieu Pagoda in Hue, Vietnam, in 2018 Nominated for the Nobel Prize by Martin Luther King, Jr in 1967, he authored over 100 books on Buddhism, showcasing a unique writing style that conveys profound messages through concise language His works invite readers to explore the deeper meanings of Buddhist teachings, enriching their understanding of mindfulness and inner peace.
Katherine Weare
Katherine Weare, PhD, is a prominent Professor of Education at the University of Southampton and the University of Exeter, recognized globally for her expertise in mindfulness and compassion for children and young people Since 2000, she has provided guidance to the English government's Department for Children, Schools, and Families on social and emotional learning policies Additionally, she is an honorary member of the Society of Public Health Medicine and serves on the board of INTERCAMHS, an international network focused on child and mental health in schools Weare also contributes to various mental health journals as a member of their editorial boards and resides in Somerset, UK.
The book “Happy Teachers Change The World”
"Happy Teachers Change The World," co-authored by Thich Nhat Hanh and Katherine Weare, was published on June 6, 2017, and is recognized as an authoritative manual on mindfulness in education This 400-page book comprises eleven chapters that emphasize the importance of educators establishing their own mindfulness practices as a foundation for effective teaching It offers step-by-step techniques for teachers to implement mindfulness in their classrooms, alongside inspirational stories showcasing the impact of mindfulness on both educators and students The book serves as an introduction to Manifestation Only Psychology, guiding teachers to cultivate love, peace, and happiness in their daily school interactions Written in a straightforward style, it employs nominalization and GM for clarity The book has also been translated into Vietnamese in two volumes by Chan Hoi Nghiem, Chan Thuan Khanh, Chan Ky Nghiem, and Chan Tai Nghiem, published in 2018 by Hanoi publisher.
SUMMARY
The article discusses two key concepts: Nominalization and Grammatical Metaphor Nominalization is categorized into two types: Simple Nominalization, which primarily utilizes affixes, and Complex Nominalization, expressed through phrases and clauses Additionally, Grammatical Metaphor encompasses three types: Ideational GM, Interpersonal GM, and another unspecified category.
Grammatical Metaphor, particularly through Nominalization, serves as crucial evidence for the connection between these two linguistic concepts This chapter provides a solid foundation for the theory, empowering researchers to approach their studies with confidence and clarity.
Chapter Three RESEARCH DESIGN AND METHODOLOGY
RESEARCH
This thesis examines the description, classification, and analysis of Nominalization Markers (NML) and Grammatical Metaphor (GM) from a Functional Grammar perspective Utilizing descriptive, qualitative, and quantitative methods, the study effectively analyzes various types of Nominalization and explores the roles of Ideational, Interpersonal, and Textual Metaphors Data was collected from the book "Happy Teachers Change The World" by Thích Nhất Hạnh and Katherine Weare, providing evidence for the presence and functions of NML in both Non-GM and GM contexts.
SAMPLING
In this study, a total of 507 samples comprising words, phrases, and clauses were collected from the book "Happy Teachers Change The World" to analyze nominalizations (NML) and grammatical metaphors (GM) The samples include various forms of GM, such as ideational, interpersonal, and textual, allowing for a comprehensive classification and analysis The extensive data set enhances the reliability of the findings, while the book by Thich Nhat Hanh and Katherine provides all necessary elements for effective analysis.