方法对比

	Systemic Functional Analysis	Appraisal Analysis
领域	语言学	语言学
方法族	Process / pipeline	Process / pipeline
起源年份	1985	2005
提出者	M. A. K. Halliday (analytic procedure within Systemic Functional Linguistics)	J. R. Martin and P. R. R. White
类型	Qualitative functional analysis of texts via metafunctions	Qualitative analysis of evaluative and stance-bearing language
开创性文献	Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday's Introduction to Functional Grammar (4th ed.). Routledge. ISBN: 9781444146608	Martin, J. R., & White, P. R. R. (2005). The Language of Evaluation: Appraisal in English. Palgrave Macmillan. ISBN: 9781403904096
别名	SFL Text Analysis, Metafunctional Analysis, Functional Grammar Analysis	Appraisal Framework Analysis, Evaluation Analysis, Attitude-Engagement-Graduation Analysis
相关	4	4
摘要	Systemic functional analysis is the procedure of analyzing texts through the lens of M. A. K. Halliday's systemic functional linguistics, which holds that every clause simultaneously makes three kinds of meaning. The analyst works through a text clause by clause, examining its ideational meaning (who does what to whom, through the transitivity system of process types and participants), its interpersonal meaning (how the clause enacts a relationship, through mood and modality), and its textual meaning (how it is organized as a message, through theme and rheme). These three metafunctions together let the analyst show, in fine grammatical detail, how a text construes experience, negotiates social roles, and packages information.	Appraisal analysis is the systematic study of evaluative language — how speakers and writers express feelings, make judgements, value things, take a stance toward other voices, and turn the volume of their evaluations up or down. Developed by James Martin and Peter White within the interpersonal metafunction of systemic functional linguistics, the appraisal framework codes evaluative meaning along three systems: ATTITUDE (the kinds of feeling expressed), ENGAGEMENT (how the text positions itself among alternative voices and viewpoints), and GRADUATION (how evaluations are intensified or softened, sharpened or blurred). The method makes the often-invisible work of evaluation explicit, showing how texts construe stance and build alignment with their readers.