Thanks, Chris. I wrote something about this back in 2019, when I discovered
that one of the main features that distinguished "weekend stories" by
adolescents from those by school children in Korea was a shift to what
Cohesion in English called "internal cohesion".
David Kellogg (2019): THE STORYTELLER’S TALE: VYGOTSKY’S ‘VRASHCHIVANIYA’,
THE ZONE OF PROXIMAL DEVELOPMENT AND ‘INGROWING’ IN THE
WEEKEND STORIES OF KOREAN CHILDREN, British Journal of Educational Studies,
DOI:10.1080/00071005.2019.1569200
It seems clear to me now that this is actually a shift from the
experiential to the interpersonal guise of cohesive markers. This isn't the
usual model of maturation (which depends on the child's radius of
subjectivity expanding from the interpersonal to the sociocultural). But
it's very Vygotskyan: every function and even metafunction is experienced
twice--once as a social relation and then as an internal one.
dk
2022년 4월 4일 (월) 오전 8:16, Dr ChRIS CLÉiRIGh <c.cleirigh@xxxxxxxxx>님이 작성:
Dear Colleagues,
The following might be helpful for anyone not entirely clear about the
distinction between external and internal expansion relations in cohesive
conjunction (textual metafunction) and clause complexing (logical
metafunction).
Halliday & Matthiessen (2014: 611):
Relations between representations of segments of *experience* are called
*external* relations, and conjunctions marking such relations are called
external conjunctions. …
Relations linking text segments in their *interpersonal* guise are called
*internal* relations – internal to the text as a speech event, and
conjunctions marking such relations are called internal conjunctions.
--
dr chris cléirigh
*Beware of false knowledge;it is more dangerous than ignorance*.
— George Bernard Shaw
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