2009 7 Ju ly.

2009
30 4 Fore ign Language E du cation V o.l 30 No. 4

: 11 2008 8 18 22M. A. K. H all-i

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2009 1

( 200433)

: J. M artin ,
, M. A. K. H a lliday ,
, ;
, ,
, , ,
,
: ; ; ;
: H 030 : A : 1000-5544( 2009) 04-0001-05
Abstrac t: Ever since the A ppra isa l Theory w as pu t forw ard by J. M artin, there have been a lo t o f pub lications about the func-
tion and rea liza tion o f eva luation in language. T hese pub lications have ex tended the study o f interpersonalm eaning from g ram-
m ar to lex is w ith in the theo retical fram ewo rk o f H alliday. s system ic- func tiona l lingu istics. H ow eve r, they seem to have two
lim itations. F irst they look at evalua tion m a in ly from the interpe rsonal perspective w ithout g iv ing adequate consideration to o th-
e r perspectives such as the idea tiona .l A nd second, they fo cus their attention on explicit eva luation w ith im p licit eva luation
larg ely igno red. T his paper attem pts to ex am ine the sign ificance and realization o f im p lic it evalua tion from the idea tiona l per-
spective, .i e. how the speake rs express their attitude, make the ir judgment and show the ir apprec iation through the use o f
seem ing ly purely descriptive wo rds and sem antic structures in transitiv ity, so as to prove the im portance o f im p lic it eva luation
in the further deve lopm ent of the A ppraisa l Theory.
K ey word s: appra isal theory; lim itation; im p licit eva luation; trans itiv ity

( id eat ional fun ction ) ( in-

1.
terpersonal fun ction) ( textual funct ion ),
H alliday ( Ha lliday 1978; H alliday 1985; H alliday H alliday
1994; Halliday & H asan 1985 ) , , , ,
( field of d iscourse) ,
( tenor o f d iscou rse) (m ode of d iscou rse) ( mood ) ( modality)
# 1#
 , lik e p lease, , happy, law fu l
Poynton beau tifu l , viciously m orally
M artin ,
Poyn ton ( 1985) , ,
, , H alliday
, Poyn ton , , ( neu-
( power)
( contact) ( affection) tral)
:

( 1 a) Some m en were shot. Som e men w ere d rowned.

, Some m en were bu rned alive. S om e men were b lown to b its.
Some m en were on ly h alf b lown to b its and cam e hom e w ith
, parts of the ir bod ies m iss ing. Hundreds of men w ere k illed.
, And they were all real men, m ad e o f flesh and b lood. They
; ; were not made of T in or Iron. ( R. Briggs: T he T in-Pot For-
eign Genera l and the O ld Iron W oman. 1984) ( M ar-
M artin H alliday tin 2007).
, ( 1b ) Some innocen t men w ere shot. Some empty-hand-
Poynton ed men were drown ed. Some respectab le men w ere burned a-
, live. Some b rave men w ere b lown to b its. Here was some-
, , M artin ( 2007; 2008) , H alliday th ing even m ore crue.l Som emen were on ly half b lown to b its
, ( inter- and cam e home w ith parts of the ir bod ies m issing. Hundreds
sub ject iv ity) , ( exchange of informa- of m en were k illed. And w e shou ld know th ey were all real
t ion) / ( exchange of goods and serv ices), men, made of flesh and b lood. Th ey were not made of T in or
( p ersonal) Iron. ( Briggs 1984) ( Ou r version)
, 20 90 , ( 1 a) 80
, , [ 1b ],
, H a-l ,
liday ( 2001; 2004) M artin ( 2007) , som e
, ( Christie & men, hundreds of m en, all real m en / 0
M artin 1997; H ood & M art in 2007; M artin & W h ite 2005; ( graduation ),
M artin 1992; M artin 1995a, 1995b, 2000; R oth ery & S teng lin ,
2000; W h ite 2000) , / 0/ 0/ 0/ 0 / 0
, ,
( interpersonal) ,
( ideational); [ 1a], ,
M art in / 0 ( in- ,
scribed) , M art in / 0 ( in- ( 1a)
voked) / 0 ( natu ralized)
, , / 0 ( defam iliarize),

, , , 2. 2
,
,
2.
,
2. 1
, , ,
, ( exp licit) , ,
# 2#
: ,
( 2a) The Nazis d eprived the Jew s of all their assets. ,
( 2b) The murderer was d eprived of h is natural lib erty. : ,
( 2a) ( 2b ), dep rive ( stance)
, / 3. 1
0 , ,
, / 0 ( 2a) ,
, ( 2b) ,
,
, M artin W h ite
: ,
( 3a) Two p rm
i ary ob jectives of the res iden tial schoo ls , ,
system were to remove and isolate ch ildren from the in fluence , ,
of their homes, fam ilies, trad it ions and cu ltu res, and to as- ,
sm
i ilate them in to the dom inant cu ltu re.
T hese ob jectives were based on th e assump tion aborig-i ,
na l cu ltures and sp iritual beliefs were in ferior and unequa.l / A s som ebody sa id / pointed ou t, . . . 0, / Som ebody teaches
( 3b) It w ill b e a positive step in forg ing a new relation- us that. . . 0 Som ebody advices som ebody else ( not) to do
sh ip betw een aborigina l p eoples and other Can ad ians, a rela- som eth ing0 :
t ionsh ip based on th e know ledge of our shared h istory, a re- ( 4) Bu t, asM ark S chm itt h as po inted out, M cCain vo-
spect for each oth er and a des ire to move forward together ted again st mainta in ing the cu rrent system, and for all of h is
w ith a renewed understand ing that strong fam ilies, strong reform credent ials he has done noth ing to update it to the 21 st
commun it ies and vib ran t cu ltu res and trad itions w ill con trib- cen tury. M aybeM cCain has no one to b lame bu t h m
i sel.f ( I
u te to a stronger Canada for all of us. th ink M ark S chm itt is righ t. )
S tephen Harp er ( 5) S tan W inston taught us that characters, not tech,
2008 6 11, drive movies. ( I th ink S tan W inston is righ t. )
( 3a) ( 3b ) ( 6) M orris and O. R eilly gave the ir adv ice toM cCain to
( 3a) in ferior unequ al boost R epub lican ch an ces. ( G iving advice mean s telling oth-
, er peop le to do th ings in a righ t w ay or w ise way. )
, ( 3b ) , : / Som ebody
, i s / alleges that. . . 0, :
clam
, H arper ( 7 ) An Iraq i clean er and tw o cook s clam
i th at a cu ltu re
of sexu al harassmen t, abu se and bu llying ex ists at the Brit ish
Em bassy in Baghdad. ( I am doubtfu l about the truth fu lness
( 2) ( 3), of what th ey said. )
, ( 8) T he police allege that the man was murdered but
, they have g iven no proo.f ( I am susp ic ious about the valid ity
of the ir statement. )
, ( L iu
3.
Sh izhu 2007 )
, M art in & W h ite( 2005), , 10 , 12
, , ,
: ,
( comp lian tly) , ;
( resistant ly), ; ,
( tactically), ,
, , , ,
# 3#
, ( 17b) /M y, you v' e certa in ly m ade a m ess of th ings! 0
H alliday(H alliday 1985; H alliday 1994) H e sa id to the hostess, who p resen ted a spectacu lar d ish pre-
: pared w ith obv ious care and sk il.l
( 9) W e took the trad ition al land s and smash ed th e tra- ( 18a) M oth er com es in to th e TV room and says to her
d ition al way of life. ( ) 11-year- old daugh ter: / D on. t let me temp t you from you r
( 10 ) It was our ignorance and our prejud ice. And our du ties, k iddo, bu t wh en you . re fin ished w ith your serious
i agin e th ese th ings being done to u s. (
failure to m stud ies there, maybe we cou ld take some tm
i e out for recrea-
) tion and do a litt lem ath. 0
( 11 ) W ith some nob le excep tions, we failed to make ( 18b) M other comes in to the TV room and d iscovers her
the most basic human respon se and en ter in to their h earts and 11-year- old watch ing Sou th Park in stead of doing h is home-
m inds. ( ) work, as h e was set to a dozen m inu tes ago. ? Po in ting to th e
( 12 ) W e fa iled to ask-how wou ld I feel if th is w ere screen she says, / Don. t let me temp t you from you r du ties,
don e to m e? ( ) k iddo, bu t when you . re fin ished w ith your seriou s stud ies
( 13 ) Though tless ch ildren som et m
i es laugh at beggars there, maybe we cou ld tak e som e tm
i e out for recrea tion and
and tramp s. ( ) do a little m ath. 0
( 14 ) Th ere is no p lace in Can ada for the attitudes that ( 17a) ( 18a) ,
insp ired the Ind ian resident ial schools system to ever aga in ,
prevai.l ( ) , , ( 17b)
3. 2 ( 18b ),
, ,

:
( 15 ) R edfern is a good place to con temp late these :
th ings. Just a m ile or tw o from the p lace where the first Eu ro- ( 19) M y w ife is a red, red rose.
p ean settlers landed, in too many ways it tells us that their ( 20) There were many seas. The sea roared like a t-i
failure to bring mu ch more than devastat ion and dem oraliza- ger. The sea wh ispered in you r ear like a friend telling you
t ion to Aboriginal Australia con tinues to b e ou r failure. secrets. The sea clink ed like small change in a pocket. Th e
( 16) I stand before you tod ay to offer an apo logy to for- sea thundered like avalan ch es. The sea h issed like sabdpaper
m er studen ts of Ind ian resid en tial schools. The treatmen t of work ing a wood. The sea sound ed like som eon e vom iting.
ch ildren in Ind ian resident ial schools is a sad chapter in our Th e sea w as d ead and s ilen t. ( Y. M arte:l L if e of P i. 2001)
h istory. ( M artin 2007)
Pau l Keating ( 21) They locked the stab le after the horse w as stolen.
1992 12 10 ( 22) W e are in the same boat.
S tephen H arper 2008 6 11 ( 19) / 0, ,
, , ( 20 ) The sea
good, failu re, devastat ion, dem oralization, offer an apo logy roared like a tiger ,
sad , 5 6 / , ,
, , , , 0
( 21) / 0 /
, 0,
, ( 21) / 0
/ 0 / 0,
,
, ,
:
( 17 a) / M y, you. ve certain ly m ade a mess of th ings! 0 ,
H e said to the hostess. , ,
# 4#
 ,
3. 3
, ,
,
; ,
:
( 23 ) , [ 1] Christie, F. & M art in, J. R. ( eds. ). Genres and Institu tions: Socia l
Processes in the W orkplace and S chool [ C] . London, C assel.l 1997.
,
[ 2] H all iday, M. A. K. An Introduc tion to Functional G ramm ar[ M ]. Lon-
,
don: Edw ard A rno ld, 1985 / 1994.
,
[ 3] H alliday, M. A. K. & R. H asan. Language, C ontex t and Text [ M ] .
( 24 ) , ; V ictoria: D eak in U n ivers ity Press, 1985.
, [ 4] H ood, S. & J. R. M artin. Invok ing attitude: The p lay of graduat ion in
( 23 ) 5 6, apprais ing d iscou rse[ A ] . In R. H asan, C. M. I. M. M atth iessen & J.
, W ebster( eds. ). Con tinuing D iscourse on Language [ C] . London: E qu-i
nox, 2007: 739-764.
/ 0 / 0,
[ 5] L iu Sh izhu. S truc tura l Poten tia l of A ttitud e [M ]. B eijing: Ch ina Social
( 24 )
Sciences Press, 2007.
,
[ 6] M artin, J. R. & W h ite, P. R. R. The Language of E va lua tion, Appra isal
, , in Eng lish [ M ]. London & N ew Y ork: Palgrave, 2005.
, , , [ 7] M artin, J. R. Eng lish T ext [ M ]. Am sterdam: John Ben jam ins, 1992.
, [ 8] M artin, J. R. Interpersonal m ean ing, persuas ion, and pub lic d iscourse:
Pack ing sem iotic punch [ J ] . Au stralian Journa l of L ingu istic s, 1995a
,
( 15) : 3-67.
,
[ 9] M artin, J. R. R ead ing Pos ition s /Pos ition ing R ead ers: Judgem ent in Eng-

lish [ J] . P rospect: A Jou rnal of Austral ian TESOL, 1995b, 10 ( 2 ): 27-

, , 37.
[ 10]M art in, J. R. B eyond exchange: A ppraisal system s in Engl ish, in eval-
, ua tion in text[ A ] . Hunston, S. & Thom pson, G. ( ed s). O xford: O x-
, , ford U nivers ity Press, 2000.
[ 11] M artin, J. R. T enderness: realisation and individuat ion in a Botsw anan
,
town[ A ] . In N. K n ight & A. M ahboob ( ed. ) . Q ue stion ing L ingu istics

[ C ]. Cam bridge: Cam bridge S cholars Pub lish ing, 2008: 27-54.

4. [ 12] Poyn ton, C. Language and G ender: M aking th e D iff erence [ M ] .

G eelong, V ictoria: D eak in U n iversity Press, 1985.
: 1 ) [ 13] R othery, J. & Stengl in, M. interpret ing literature: The role of apprais-

, al[ A ]. In U n sw orth, L. ( ed. ) . R esearch ing L anguag e in Schools and

Functional L ingu istic P erspectives[ C] . London: C assel,l 2000.
; 2 )
[ 14]W hite, P. R. R. D ialogue and in ter-subjectivity: R ein terpret ing the se-
,
m ant ics of m odality and hedging[ A ]. In Cou lth ard, M. , Cotteril,l J. ,
,
& R ock, F. ( eds) . W orking W ith D ia log [ C ]. N eim eyer, 2000.
; 3) [ 15]. ) ) ) [ J] .
, , 2001( 6 ).
[ 16]. [ J] . , 2004( 1) .

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