Revisiting mode: Context in/dependency in Ancient History classroom discourse

Authors

James Martin, University of Sydney
Erika S. Matruglio, University of WollongongFollow

RIS ID

94600

Publication Details

Martin, J. R. & Matruglio, E. (2013). Revisiting mode: Context in/dependency in Ancient History classroom discourse. In H. Guowen, Y. Zhu, Z. Delu & Y. Xinzhang (Eds.), Studies in Functional Linguistics and Discourse Analysis (pp. 72-95). Beijing, China: Higher Education Press.

Abstract

Over the past decade dialogue between Systemic Functional Linguistics and Legitimation Code Theory about the nature of knowledge (Christie & Martin, 2007; Christie & Maton, 2011) has rekindled interest among the linguists involved in the register variable field (e.g. Martin, 2007; Martin et al., 2010). More recently, as part of an interdisciplinary project focusing on knowledge building in secondary school history and science lessons (Freebody et al., 2008; Martin & Maton, 2013), Maton's work on semantic gravity (Maton in press) has rekindled interest in mode.