Michael Alexander Kirkwood Halliday is a British linguist who developed systemic functional linguistics, which views language as a social semiotic system. He sees language as a meaning potential that allows humans to exchange meanings through communication. Halliday rejects generative grammar and argues that language cannot be reduced to grammatical sentences. Instead, he developed the concept of lexicogrammar to show how lexis and grammar are interrelated aspects of meaning. Halliday sees language as encoding three types of meanings simultaneously: ideational, interpersonal, and textual. He also pioneered eco-linguistics by analyzing how language reflects ideological assumptions about economic growth.
The Professor Felicia Oviedo shared you experience in the...
41st International Systemic Funcional Congresss
X Latin-American Systemic Functional Congress
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Mendoza, Argentina
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
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According to Eggins (1994, p.7), systemic functional linguistics claims that language and context are interrelated. To understand how people use language, it need to consider the contexts of language use: the context of culture (Genre) and context of the situation (Register).
FEEL FREE TO USE IT!
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
In systemic functional theory, language is organized as a multidimensional semiotic space according to (i) the hierarchy of stratification (semantics, lexicogrammar, and phonology or graphology); (ii) the metafunctional spectrum of meaning (ideational: experiential, logical, interpersonal and textual); and (iii) the cline of instantiation (the cline between potential and instance).
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The Professor Felicia Oviedo shared you experience in the...
41st International Systemic Funcional Congresss
X Latin-American Systemic Functional Congress
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Mendoza, Argentina
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Systemic functional linguistics is developed by Michael Halliday (1985) with his Introduction to Functional Grammar based on the model of language as social semiotic resources.
People can use language resources to accomplish their purposes by expressing meanings in context.
FEEL FREE TO USE IT!
According to Eggins (1994, p.7), systemic functional linguistics claims that language and context are interrelated. To understand how people use language, it need to consider the contexts of language use: the context of culture (Genre) and context of the situation (Register).
FEEL FREE TO USE IT!
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
In systemic functional theory, language is organized as a multidimensional semiotic space according to (i) the hierarchy of stratification (semantics, lexicogrammar, and phonology or graphology); (ii) the metafunctional spectrum of meaning (ideational: experiential, logical, interpersonal and textual); and (iii) the cline of instantiation (the cline between potential and instance).
FREE TO USE IT!
Manipulation and cognitive pragmatics. Preliminary hypothesesLouis de Saussure
de Saussure Louis (2005). Manipulation and Cognitive Pragmatics: Preliminary
Hypotheses. In de Saussure Louis & Peter Schulz (Eds), Manipulation and Ideologies
in the Twentieth Century: Discourse, Language, Mind, Amsterdam-Philadelphia, John Benjamins, 113-146.
Discourse Approaches to Politics, Society and Culture, 17
Uncorrected first proofs. Please refer to original text.
Pragmatic analysis of advertisements. Introduction with Elaboration likelihood model.(psychological analysis of advertisements)
Whosoever see this slide, do watch this Nestle campaign #shareyourgoodness and Open Happiness campaign by coca cola.
Nestle campaign : https://www.youtube.com/watch?v=syZju6ui394
Coca Cola Campaign: https://www.youtube.com/watch?v=9dHOzw5KSlE
A summary of Ferdinand de Saussure's "Course in General Linguisitcs". Largely inspired by the following great blog-entry: http://theendsa.blogspot.com/2007/05/who-hell-is-ferdinand-de-saussure.html
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This presentation is not my own creation.
Just uploaded on Slideshare for the help of others.
This book doesn`t belong to me.
I uploaded it for educational purpose.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. Umm-e-Rooman Yaqoob
Roll no. 3
B.S (English) 6th semester
Michael Alexander Kirkwood Halliday
Introduction:
Michael Alexander Kirkwood Halliday (often M.A.K. Halliday) (born 13 April 1925) is a British-born
Australian linguistwho developed the internationally influential systemic functional linguistic model of language.
His grammatical descriptionsgo by the name of systemic functional grammar (SFG). Halliday describes languageas
a semiotic system, "not in the sense of a system of signs,buta systemic resourcefor meaning". For Halliday,
languageis a "meaning potential"; by extension, he defines linguisticsas thestudy of "how people exchange
meanings by 'languaging'". Halliday describes himself as a generalist, meaning that he has tried "to look at
languagefrom every possiblevantagepoint", and has described his work as "wander[ing] the highways and
byways of language". However, he has claimed that"to the extent that I favoured any one angle, it was the social:
languageas the creature and creator of human society".
Halliday`s Grammatical Theory:
Halliday is notablefor his grammatical theory and descriptions,outlined in his book An Introduction to Functional
Grammar, firstpublished in 1985.Arevised edition was published in 1994,and then a third,in which he
collaborated with Christian Matthiessen,in 2004.But Halliday’sconception of grammar – or "lexicogrammar"(a
term he coined to argue that lexis and grammar are partof the same phenomenon) – is based on a more general
theory of languageas a social semiotic resource,or a ‘meaning potential’(see systemic functional linguistics).
Halliday follows Hjelmslevand Firth in distinguishingtheoretical fromdescriptivecategories in linguistics. Heargues
that ‘theoretical categories,and their inter-relations,construean abstractmodel of language...they are
interlockingand mutually defining.The theoretical architecturederives from work on the description of natural
discourse,and as such ‘no very clear lineis drawn between ‘(theoretical) linguistics’and ‘applied linguistics’. Thus,
the theory ‘is continually evolvingas itis broughtto bear on solvingproblems of a research or practical
nature’. Halliday contraststheoretical categories with descriptivecategories,defined as "categories set up in the
description of particularlanguages". His descriptivework has been focused on English and Chinese.
Halliday rejects explicitly theclaims aboutlanguageassociated with the generative tradition.Language, he argues,
"cannot be equated with 'the set of all grammatical sentences',whether that set is conceived of as finiteor
infinite".He rejects the use of formal logic in linguistic theories as "irrelevantto the understandingof language"
and the useof such approaches as "disastrous for linguistics". On Chomsky specifically,hewrites that "imaginary
problems were created by the whole series of dichotomies that Chomsky introduced,or took over
unproblematized: not only syntax/semantics butalso grammar/lexis,language/thought,
competence/performance. Once these dichotomies had been set up, the problem aroseof locatingand
maintainingthe boundaries between them."
Halliday’s view of language:
Halliday’s “lexicogrammar”is a functional accountof the “meaning potential”that speakers of English haveat their
disposal.For Halliday,a languageis madeup of more-or-less closed “systems” of words and grammatical
structures,with our vocabulary constitutinga relatively open system, and grammar a fixed number of relatively
closed ones. From these systems speakers make selections in order to construct, simultaneously,“wordings” and
“meanings”. The systems of wordings and meanings thus availableto a languageuser reflect the social and cultural
context of the languageas well as the needs of the immediate situation.So the meanings that a speaker can
encode, although they may be in some sense new, are heavily constrained by the recurrent nature of the
situations of use.
2. For Halliday “meanings”areof three sorts,and every utterance encodes meaning on three levels simultaneously.
The three types of meanings availableto speakers areideational , interpersonal and textual. These broad types of
meaning are in factcalled “metafunctions”. Speakers use their lexicon-cum-grammar over the courseof a given
utterance a) to represent experience, b) to achieve interpersonal goals,and c) to structureinformation as
efficiently and effectively as possiblefroma communicative pointof view. It can be seen from this that for Halliday
“meaning” means “function” (more exactly,“function in context”). The kinds of meaning we communicate can be
overt, as in the words we use and what we say,or covert, in that the structures we employ indirectly also convey
more abstractkinds of meaning. In 1978,in a seminal publication called Languageas Social Semiotic, Halliday tied
many theoretical threads together to give languagea central but ambivalentplacein a powerful theory of human
lifein social contexts.Here he develops an explicitaccountof how “languageand society meet in the grammar” (as
DianeKilpert,2003, felicitously putit). According to this account, our languageon the one hand shapes the way we
perceive the world we livein and, in particular,our social world;but, at the same time, through its rich potential
for creatingnew meanings, itallows us to act upon and shape that world.
Eco-linguistics:
Halliday is widely regarded as a pioneer of eco-critical discourse analysis after an influential lectureentitled “New
Ways of Meaning: the Challengeto Applied Linguistics”atthe AILA conference in Saloniki in 1990 (AILA
= Association Internationale de Linguistique Appliquée, otherwise the International Applied LinguisticsAssociation).
The lecture has been published in The Ecolinguistics Reader (edited by Alwin Fill and Peter Muhlhausler,2001).The
main example he gives in this paper is the widespread metaphor of economic growth; he goes on to describehow
the English languagehas become pervaded with terms such as large,grow, tall,all of which areimplicitly evaluated
as positiveand good – despite inevitably negativeconsequences for the ecology. This is oneof the few public
statements Halliday has madeabout the ideological contentof discoursein social life(though it must be said that
practitioners of Critical Linguistics and Critical DiscourseAnalysisoften acknowledge their debt to Hallidayan
linguisticsas method).
In fact Halliday has always been a political radical,atleastsincean early sojourn in China and his involvementwith
the British CommunistParty whileat Cambridge (in the early 1950s).However, disappointed with Marxist
linguistics(as itwas called),he“deferred” political activismin order to work on his own theory of language –
though this for Halliday was notso much a theory of languageas a theory of language in social lifeand hence a
theory of how society works. Halliday has never engaged directly,or at leastpublicly,in political debates and it can
be argued that his social theory (and the articulation of this in terms of field,tenor and mode) fails to account,
overtly at least,for disparateinterests,motives, and conflict(JimMartin’s work on hortatory exposition,and on
genre and ideology,has filled this gap to some extent, but he is more interested these days in positive discourse
analysis.)
Conclusion:
Investigatinglanguageas a socially situated phenomenon, Halliday has revealed the invisibleinfrastructureof daily
life,and of human relationships and identities.His functional linguistics,in detailingthenanomechanics of
everyday talk and texts, has shown us how social actors both constructmeaning and are embedded in constructed
meaning. The meaning potential of language,made accessiblein this way,is whatgives us our ability to invent and
innovate and (in theory at least) develop the civilizingparameters of our world.