| In recent years, with the fast development of science and technology, scientific discourse plays a more and more important role in people's daily lives, especially in their scientific activities. However, under the influence of logical positivism, science is traditionally acknowledged to be an enterprise that probes into the unknown world and should be described in terms of literal language, it is seldom associated with metaphor– a typical means of rhetoric. Fortunately, the studies of metaphor theory by systemic-functional grammarians in the past two decades aroused people's interest to think about the metaphoric phenomena in scientific discourse.As early as 1985, Halliday proposed the concept of Grammatical Metaphor (GM). During the past twenty years, GM theory has experienced fast developments and amendments. In 1996, Halliday reclassified GM into 13 types instead of his former classification of GM as ideational GM and interpersonal GM. In this article, we would take Halliday's reclassification of GM as the theoretical basis to discuss GM in English scientific discourse, to analyze its most favorite types as well as their functions in constructing scientific discourse; in addition, we also designed some concrete programs for English teachers to use as reference in teaching GM.This dissertation can be divided into 6 chapters.Chapter 1 serves as a brief introduction to the aim of our research as well as the theoretical framework and the background knowledge of the present study. |
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