The document discusses Functional Sentence Perspective (FSP) which analyzes sentences based on their function. According to FSP, successive sentences must provide new information (Rheme) while also connecting to previously known information (Theme). In English, the subject is usually the Theme and the object is the Rheme. Theme-Rheme order can be reversed through cleft sentences, pseudo-cleft sentences, passivization, or definiteness marking. The document also discusses approaches to contrastive text analysis, including analyzing cohesion devices, text types, and translated texts between languages.

1. Functional Sentences Perspective (FSP)
• Analysis of sentences in perspective of their function Successive
sentences in the text must do two things: Informative and at the
same time be relevant.
• Informative:
that involves presenting ‘new’ information to the reader
• Relevant:
information which is already known to the reader ,
‘given’ either by preceding context or by the situational
context.

2. •In English usually Subject is Theme and Object is Rheme and verb is
referred to as the Transition between the two OR tonic stress:
TWO ways of reversing the normal sequence of theme- rheme
1.In FSP terms, ‘, ‘givengiven’ information are ascribed’ information are ascribed to the functionto the function ThemeTheme,,
andand ‘‘newnew’’ information to the functioninformation to the function RhemeRheme..
2.And a second is displacement of Tonic Stress .(nucleus)
•But this order can be different in marked sentences /TEXTUAL SENTENCES,
through transposing object to sentences-initial position (page110)
JohnJohn read theread the bookbook
JohnJohn is already knownis already known && bookbook is newis new
informationinformation
And this takes the tonic syllable

3. •But since the word order is relatively fixed in English,
there are other linguistic tools used for the same function:
A.Cleft
B.Pseudo-cleft
C.PASSIVISATION
D.DEFINITNESS-MARKING:

4. A.cleft is a construction in which some element in a sentence is
moved from its normal position into a separate clause to give it
greater emphasis. Also known as a:
i. cleft sentence
ii. cleft construction
iii. cleft clause

5. We whant watneys (SVO)
What we want is watneys (CLEFTEDVARIANT)
BOTH ARE RHEME
BUT
NEW- ONE
EX:cleft
FOR
REINFORCED

6. PSEUDO – CLEFT (WH-CLEFT)
are similar in function to cleft sentences, but they are
formed with the pronoun what . The emphasis in a
pseudo-cleft sentence is on the phrase after the
what-clause + be
What you need is a good sleep.
What I didn't like was the end of the movie.
What changed his mind was a book he'd read.

7. We whant watneys
assumingTONIC is on
What we want is watneys
B. PSEUDO – CLEFT (WH-CLEFT)
This item will
be
RHMATIC
IT IS FOR
DESIRABILITY

8. C: PASSIVISATION:
The basic function of the passive transformation is to reorder, relative to one another, the two
semantic categories Agent and Goal.
i) John has picked these strawberries
Agent Active Goal
Theme Transformation Rheme
ii) These strawberries were picked by john
Goal passive Agent
Theme Transformation Rheme
.

9. B: DEFINITNESS-MARKING
In English Theme or Given information is presented with a
definite article. (page 112)
However the Slavonic languages, while they enjoy a greater
freedom of word-orderword-order than English, have no article systemarticle system,
unlike English, and word order shows the definiteness of the
words
A girl Come out of the room
A girl baked the pie
rhemerheme transitiontransition ThemeTheme
A girl Come out of a room
The girl baked a pie
ThemeTheme transitiontransition rheme

10. 5.4)Towards ContrastiveText Analysis
How textual CA might be approached?
three possible approaches characterization labaled:
Textual characterization
Text type
Translated text

11. 5.4.1) Textual characterization
• What types of devicesdevices for achieving textual cohesion
• With what relative frequencies
• And in what context

12. Every language uses certain set of devices for cohesion
While ellipsis is a mark of “good style” in English,
In Mayan languages, repetition is a sign of “good style” .
Ex: Put a ring on his hand and (put) shoes on his feet.
The job of CA is to explore the type and the frequency of
these devices in each language.

13. Cohesion is the grammatical lexical linking within a text or
sentence that holds a text , devices that create coherence in
texts:
• reference, ellipsis, substitution, lexical cohesion and
conjunction

14. 5.4.2)Text typology:
Different types of text perform different function (culture)
functions:functions: (According to Nida):
•expressive: that they are predominantly (how each of L1 and L2 languages
generate text)
•Informative: poems, narratives
•imperative: instructions
Point:
Texts are seldom pure in just one of the tree functions (mentioned)
One single text: maybe of tree functions ,But what concerns CA is what the
features of each type in each language are.

15. Institutionalised text types:
• texts that perform certain conventional function in the daily life
of a society, such as , commercials, official letters, maintenance
instructions,… (performed certain conventional function is
the daily life of a society.) news reports, journal papers,
text books

16. 5.4.3Translated texts:
Can be a basis for textual CACan be a basis for textual CA..
But some limitationslimitations show interferenceinterference from source
language by transferring featurestransferring features of the source language
to the target language. (translation – distortion)
Another case: in bilingual society paired text:
In road signs and press announcements usually
independently produced text.
But even these text may suffer from impaired translation.

17. Discourse Analysis

18. is not one about form but about its use.
Discourse analysis functionality
Speech Acts: we do things through languages,
Such as, asking, refusing, describing, condemning
Discourse analysis:

19. Functions of speech act:
1- marked: by specific verbs like warn
2- implicit: without explicit words
I advise you to see a doctor. (lexically marked)
Lexical Markers includes the choice of specific vocabulary.
I’d see doctor if I were you.
Performative:
this is a defining characteristic of a particular category of speech act .

20. According to Austin:
All performatives can be reduced to a sentence
beginning with a performative verb.
Discourse Markers: show the function of sentences and the
logical relationships between sentences.
Discourse Markers are optional
He haffed and he puffed and he blew the house down
He haffed and he puffed, and consequently he blew the house down.
Depending on context and how precise we need to be.

21. “Discourse markers:
•
show the function of sentences and the logical
relationships between sentences.
they are referred to more commonly as 'linking words‘
and 'linking phrases', or 'sentence connectors'.
They may be described as the 'glue' that binds together a
piece of writing, making the different parts of the text
'stick together'.

22. • Austin suggests three kinds of acts
1. Locutionary act: the act of saying, the literal meaning of the
utterance
2. illocutionary act: the extra meaning of the utterance produced
on the basis of its literal meaningIss related to the social function
that the utterance or the written text has. Is related to the social
function that the utterance or the written text has.
3. perlocutionary act: the effect of the utterance on the hearer,
depending on specific circumstances.

23. Theory of Speech Acts
Desire
Ilocution
Effect
perlocution
Specific words
locution
A speech act has 3 aspects as saied:
locution = physical utterance by the speaker
illocution = the intended meaning of the utterance by the
speaker (performative)
perlocution = the action that results from the locution
Alice told Tom: "Would you please close the door“

24. Discourse Markers or connectivesDiscourse Markers or connectives
Incloudes in five categories that shows logical
relationship which the writer/speaker or hearer feels between
text
1.Ligical sequence: thus, therefore,….
2.Contrast: however, in fact,…
3.Doubt and certainty: probably,possibly,….
4.Non-contrast: moreover, similarly,…
5.Expantion: for example, in particular,…

25. pragmalinguistics
• How language and context are related to achive
interpretation:

26. Colingual - commuity
• How communication is to achive :
By shared the knowledge and conventions between speaker(s) and
hearer(s).
Which defines as a:
Group of individuals who can communicate with each other in
certain ways characteristic of the group

27. Problem:Problem:
• the problem that faces the forign-langouage learner isthe problem that faces the forign-langouage learner is
of how to become a member of a colingual communityof how to become a member of a colingual community
whose business is conducted in the firegn language.whose business is conducted in the firegn language.