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• W2396008088 abstract "In the last decades there has been considerable work on academic literacy practices in schools. In particular, there have been attempts to map out the lexico-grammatical features of the language of schooling . One such feature is grammatical metaphor. Grammatical metaphor is an important linguistic device construing knowledge in school. In order to be successful at school, the student is expected to organize knowledge in certain ways including the use of grammatical metaphor, a notion frequently dealt with in Systemic Functional Linguistics. This study takes the perspective of Systemic Functional Linguistics to explore the types of grammatical metaphor in the form of nominalization in classroom discourse. Nominalization, a meaning making mechanism, is one of the important stylistic features of academic discourse. In this respect, the aim of this cross-sectional study is to describe knowledge building in the Turkish classroom. To examine the discourse patterns of the spoken language of schooling, 8 teachers teaching Turkish to different grades at different schools were video-recorded in their classes with their students. These recordings have been fully transcribed verbatim into scripts and analyzed in term of nominalization use. The findings of our research revealed that the deployment and distribution of nominalization differentiate depending on teacher gender and teacher experience. However, these differences were statistically not significant. This study can have some implications for developing children’s literacy in that it can deepen our understanding of the lexico-grammatical features of the language of schooling." @default.
• W2396008088 created "2016-06-24" @default.
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• W2396008088 date "2016-04-14" @default.
• W2396008088 modified "2023-09-24" @default.
• W2396008088 title "Grammatical Metaphor in Turkish Classrooms" @default.
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