This mathetic function as described by Halliday seems to have some par terjemahan - This mathetic function as described by Halliday seems to have some par Bahasa Indonesia Bagaimana mengatakan

This mathetic function as described

This mathetic function as described by Halliday seems to have some parallels
with Vygotsky's speech-for-oneself:
Speech in infancy, Vygotsky claimed, is the direct antecedent of thinking at a later stage. When children discover that it is helpful to speak aloud about what they are doing, they begin to employ what Vygotsky termed 'speech for oneself; and there after speech takes on a dual function and, in due course, develops differentially; conversation becomes more effective as communication, while monologue or 'running commentary'(speech-for-oneself) changes in what is virtually the opposite direction. That is to say, in conversation children extend their control of the grammatical structures of the spoken language and increase their resources of conventional word-meanings. In their monologues, on the contrary, they exploit the fact that they are talking to themselves by using as it were 'note-form'—skeletal or abbreviated structures that would mean little to one who did not already share the speaker's thoughts—and personal, idiosyncratic word meanings. (Britton 1987: 23).
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This mathetic function as described by Halliday seems to have some parallelswith Vygotsky's speech-for-oneself:Speech in infancy, Vygotsky claimed, is the direct antecedent of thinking at a later stage. When children discover that it is helpful to speak aloud about what they are doing, they begin to employ what Vygotsky termed 'speech for oneself; and there after speech takes on a dual function and, in due course, develops differentially; conversation becomes more effective as communication, while monologue or 'running commentary'(speech-for-oneself) changes in what is virtually the opposite direction. That is to say, in conversation children extend their control of the grammatical structures of the spoken language and increase their resources of conventional word-meanings. In their monologues, on the contrary, they exploit the fact that they are talking to themselves by using as it were 'note-form'—skeletal or abbreviated structures that would mean little to one who did not already share the speaker's thoughts—and personal, idiosyncratic word meanings. (Britton 1987: 23).
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Fungsi mathetic ini seperti yang dijelaskan oleh Halliday tampaknya memiliki beberapa kesamaan
dengan pidato-untuk-diri Vygotsky:
Pidato pada masa bayi, Vygotsky mengklaim, adalah anteseden langsung berpikir pada tahap berikutnya. Ketika anak-anak menemukan bahwa akan sangat membantu untuk berbicara keras tentang apa yang mereka lakukan, mereka mulai menggunakan apa Vygotsky disebut 'pidato untuk diri sendiri; dan ada setelah pidato mengambil fungsi ganda dan, pada waktunya, mengembangkan berbeda-beda; percakapan menjadi lebih efektif sebagai komunikasi, sementara monolog atau 'berjalan komentar' (pidato-untuk-diri) perubahan dalam apa yang hampir arah yang berlawanan. Artinya, pada anak-anak percakapan memperluas kendali mereka dari struktur gramatikal bahasa lisan dan meningkatkan sumber daya mereka kata-makna konvensional. Dalam monolog mereka, sebaliknya, mereka mengeksploitasi fakta bahwa mereka berbicara untuk diri mereka sendiri dengan menggunakan seakan 'struktur catatan-form'-skeletal atau disingkat itu berarti sedikit untuk orang yang tidak sudah berbagi pembicara pemikiran-dan pribadi , arti kata istimewa. (Britton 1987: 23).
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