Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children

Autores
Vallejos, Patricia Silvia
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Aims: To study in popular science books for children the stylistic selections that facilitate the passage from common sense to scientific knowledge. To provide a pragmatic explanation of the syntactic restrictions that characterises the scientific language of the texts. Methodology: The work articulates the Hallydayan approach of Sydney School studies of science textbooks and the pragmatic perspective of Leech’s “Principles of Textual Rhetoric”. Materials: Popular science books that cover physics and biology subjects’. Results: The description and analysis of the stylistic options at the grammatical level supply a list of the syntactic restrictions constraint by the pragmatic features of this specific communicative context. Conclusion: The analysis draws attention to the needs of the teachers that intervene in the learning process of scientific knowledge in order to develop the skills required for the purposes of school literacy of science. These include the mastering not only of field-specific terms but also of the grammar resources that structure scientific knowledge. On account of this, the work stresses the importance of the implementation, in science teachers’ syllabus, of courses or tutorial sessions.
Fil: Vallejos, Patricia Silvia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional del Sur; Argentina
Materia
Popular Science for Children
Language of Science
Stylistic Options
Grammatical Level
Principles of Textual Rhetoric
Grammar And Pragmatic Interrelations
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/10472
Acceder
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oai_identifier_str oai:ri.conicet.gov.ar:11336/10472
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for ChildrenVallejos, Patricia SilviaPopular Science for ChildrenLanguage of ScienceStylistic OptionsGrammatical LevelPrinciples of Textual RhetoricGrammar And Pragmatic Interrelationshttps://purl.org/becyt/ford/6.2https://purl.org/becyt/ford/6Aims: To study in popular science books for children the stylistic selections that facilitate the passage from common sense to scientific knowledge. To provide a pragmatic explanation of the syntactic restrictions that characterises the scientific language of the texts. Methodology: The work articulates the Hallydayan approach of Sydney School studies of science textbooks and the pragmatic perspective of Leech’s “Principles of Textual Rhetoric”. Materials: Popular science books that cover physics and biology subjects’. Results: The description and analysis of the stylistic options at the grammatical level supply a list of the syntactic restrictions constraint by the pragmatic features of this specific communicative context. Conclusion: The analysis draws attention to the needs of the teachers that intervene in the learning process of scientific knowledge in order to develop the skills required for the purposes of school literacy of science. These include the mastering not only of field-specific terms but also of the grammar resources that structure scientific knowledge. On account of this, the work stresses the importance of the implementation, in science teachers’ syllabus, of courses or tutorial sessions.Fil: Vallejos, Patricia Silvia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional del Sur; ArgentinaUniversity of Cyprus. Department of Education2015-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/10472Vallejos, Patricia Silvia; Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children; University of Cyprus. Department of Education; British Journal of Education, Society & Behavioural Science; 12; 2; 10-2015; 1-102278-0998enginfo:eu-repo/semantics/altIdentifier/url/http://sciencedomain.org/abstract/11746info:eu-repo/semantics/altIdentifier/doi/10.9734/BJESBS/2016/20634info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:21:04Zoai:ri.conicet.gov.ar:11336/10472instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:21:04.927CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
title Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
spellingShingle Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
Vallejos, Patricia Silvia
Popular Science for Children
Language of Science
Stylistic Options
Grammatical Level
Principles of Textual Rhetoric
Grammar And Pragmatic Interrelations
title_short Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
title_full Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
title_fullStr Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
title_full_unstemmed Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
title_sort Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children
dc.creator.none.fl_str_mv Vallejos, Patricia Silvia
author Vallejos, Patricia Silvia
author_facet Vallejos, Patricia Silvia
author_role author
dc.subject.none.fl_str_mv Popular Science for Children
Language of Science
Stylistic Options
Grammatical Level
Principles of Textual Rhetoric
Grammar And Pragmatic Interrelations
topic Popular Science for Children
Language of Science
Stylistic Options
Grammatical Level
Principles of Textual Rhetoric
Grammar And Pragmatic Interrelations
purl_subject.fl_str_mv https://purl.org/becyt/ford/6.2
https://purl.org/becyt/ford/6
dc.description.none.fl_txt_mv Aims: To study in popular science books for children the stylistic selections that facilitate the passage from common sense to scientific knowledge. To provide a pragmatic explanation of the syntactic restrictions that characterises the scientific language of the texts. Methodology: The work articulates the Hallydayan approach of Sydney School studies of science textbooks and the pragmatic perspective of Leech’s “Principles of Textual Rhetoric”. Materials: Popular science books that cover physics and biology subjects’. Results: The description and analysis of the stylistic options at the grammatical level supply a list of the syntactic restrictions constraint by the pragmatic features of this specific communicative context. Conclusion: The analysis draws attention to the needs of the teachers that intervene in the learning process of scientific knowledge in order to develop the skills required for the purposes of school literacy of science. These include the mastering not only of field-specific terms but also of the grammar resources that structure scientific knowledge. On account of this, the work stresses the importance of the implementation, in science teachers’ syllabus, of courses or tutorial sessions.
Fil: Vallejos, Patricia Silvia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional del Sur; Argentina
description Aims: To study in popular science books for children the stylistic selections that facilitate the passage from common sense to scientific knowledge. To provide a pragmatic explanation of the syntactic restrictions that characterises the scientific language of the texts. Methodology: The work articulates the Hallydayan approach of Sydney School studies of science textbooks and the pragmatic perspective of Leech’s “Principles of Textual Rhetoric”. Materials: Popular science books that cover physics and biology subjects’. Results: The description and analysis of the stylistic options at the grammatical level supply a list of the syntactic restrictions constraint by the pragmatic features of this specific communicative context. Conclusion: The analysis draws attention to the needs of the teachers that intervene in the learning process of scientific knowledge in order to develop the skills required for the purposes of school literacy of science. These include the mastering not only of field-specific terms but also of the grammar resources that structure scientific knowledge. On account of this, the work stresses the importance of the implementation, in science teachers’ syllabus, of courses or tutorial sessions.
publishDate 2015
dc.date.none.fl_str_mv 2015-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/10472
Vallejos, Patricia Silvia; Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children; University of Cyprus. Department of Education; British Journal of Education, Society & Behavioural Science; 12; 2; 10-2015; 1-10
2278-0998
url http://hdl.handle.net/11336/10472
identifier_str_mv Vallejos, Patricia Silvia; Grammar and Pragmatic Interrelations in the Construction of Popular Science Texts for Children; University of Cyprus. Department of Education; British Journal of Education, Society & Behavioural Science; 12; 2; 10-2015; 1-10
2278-0998
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://sciencedomain.org/abstract/11746
info:eu-repo/semantics/altIdentifier/doi/10.9734/BJESBS/2016/20634
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv University of Cyprus. Department of Education
publisher.none.fl_str_mv University of Cyprus. Department of Education
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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