This document provides an introduction to Systemic Functional Grammar (SFG). It discusses the following key points:
1) SFG views language as a system of choices and was developed based on the work of Malinowski, Firth, and Halliday. It examines language from a functional perspective rather than just a structural perspective.
2) SFG represents grammar as system networks that show the paradigmatic choices available and realization rules that map choices to syntactic structures. This models the relationship between semantic choices and surface structures.
3) In SFG, language is analyzed in terms of three metafunctions - the ideational to represent experience, the interpersonal to enact social relationships, and the textual to organize messages
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!
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 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!
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: 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.
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
SYSTEMIC FUNCTIONAL LINGUISTICS
SYSTEMIC FUNCTIONAL LINGUISTICS (SFL) and Register
Systemic Functional Linguistics was developed by M.A.K. Halliday
Systemic in SFL refers to a conception of language as a network of systems, or choices, for expressing meaning.
Functional refers to a concern for what language does and how it does it, in contrast to more structural approaches.
SYSTEMIC FUNCTIONAL LINGUISTICS (SFL)
Language is functional
Language is construed as a practical means of expressing meanings rather than as an abstract set of relations.
Scholars who influenced Halliday:
Firth gave the notion of language as a set of systems and the importance of context in the interpretation of meaning.
Malinowski, with his emphasis on the relation between language and context, that is, his idea that you need to be in the particular context to understand the meaning of an utterance, and his notion of multiplicities of languages according to situations.
Whorf, who also insisted on how language was influenced by environment.
Hjelmslev, and his notion of language as the level of expression of a higher-level semiotic system.
The functional approach of the Prague school of linguistics, especially with regard to the textual metafunction.
SFL views grammar and lexis (vocabulary) as working together in making meanings: this combination is referred to as lexicogrammar.
According to SFL, meanings are expressed according to three broad metafunctions:
The ideational metafunction is concerned with things (real or imagined) in the world.
It is to do with actions, events and states (referred to as processes), for example, run, occur, be; participants in those processes, for example, he, she, man, car, weather, and the circumstances in which those processes occur, that is, how, when, and where.
Two components of ideational metafunction:
1. the experiential component (to do with experience and understanding of
the world)
2. the logical component (to do with logical relations)
The interpersonal function has to do with relationships between participants, not only in spoken texts, but also in written texts (with regard to how the writer interacts with the reader).
The textual metafunction relates to the construction of text, how it is held together and what gives it texture. The textual function is an enabling function, because the two other functions ‘depend on being able to build up sequences of discourse, organizing the discursive flow, creating cohesion and continuity as it moves along’ (Halliday & Matthiessen, 2004: 30).
Another explanation:
The ideational metafunction is that part of the meaning which concerns the way external reality is represented in the text. In informal terms it might be thought of as the content of the message,and is probably what many think of first when they refer to a semantic component. This means that it is intimately concerned with the processes involved, whether they be actions, ...
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1. Introduction to SystemicIntroduction to Systemic
Functional GrammarFunctional Grammar
Sugeng Hariyanto (Dr.)
State Polytechnic of Malang, Indonesia
sg_hariyanto[at]ahoo.co.id
2. Functional ViewFunctional View
B.K Malinowski views meaning as function
in context. (see Figure 1.1.)
Firth continued Malinowski’s emphasis on a
social and functional approach to
language.
He began to use the word “system”.
``The first principle of analysis is to
distinguish between STRUCTURE and
SYSTEM. Structure consists of elements in
interior syntagmatic relation and these
elements have their places in an order of
mutual expectancy. ... Systems of
commutable terms or units are set up
to state the paradigmatic values of the
elements.'' [Firth 1957]
3. Firth emphasizes the
equal importance of
“anatomy and
“physiology” of
language.
“anatomy” “physiology”
chain
syntagmatic
structural
formal
logical
choice
paradigmatic
systematic
functional
rhetorical
4. Firth disagreed with American structuralists (led by
Bloomfield) as they were only concerned with
language “anatomy”.
Halliday (Firth’s student) also disagreed with
American formalists (led by Chomsky) for the
same reason.
Halliday is closer to European functionalists, e.g.
Prague School (theme/rheme)
Halliday developed a systematic and
comprehensive theory of language with a new
terminology, known as Systemic Functional
Grammar.
5. Why called systemic functionalWhy called systemic functional
Systemic Functional Grammar
Systemic => development of detailed
system networks
Functional =>development of the theory of
metafunctions of language
CRITICISM: SFG does not accept
morphology as a separate level of
language. It can be handled by systems and
realization in the same ways as clause
structure.
6. System NetworksSystem Networks
A systems consists of an entry condition and a set of output features.
An output of one system may become the entry condition for another
system. Then, systems are linked together to build a system network.
7. More than one system share the same entry conditions.
Then, the systems are entered in parallel form.
8. Systems represent paradigmatic choice between grammatical
alternatives and between lexical alternatives.
Lexicon is considered as a thesaurus.
Halliday has no clear definition between grammar and lexicon;
he calls it lexicogrammar to include both.
The explicit desciption of paradigmatic choices distinguishes
SFG drom other approaches to grammar.
Halliday describes the choices as “meaning potential” of that
language.
The system shows meanings, which are realized in the
structure of the language as wording.
Realization rule shows how the paradigmatic choices are
expressed as syntagmatic chains in the structure of the
language.
The process of realization is like a mapping from “physiology” to
“anatomy”, from “choices” to “chain”, from “function” to “form”.
9. The process of realization is like a mapping from “physiology” toThe process of realization is like a mapping from “physiology” to
“anatomy”, from “choices” to “chain”, from “function” to “form”.“anatomy”, from “choices” to “chain”, from “function” to “form”.
The output feature “indicative” has two associated realization rules: “+Subject” and
“+Finite”. The output of Declarative has one associated realization rule” “Subject
^Finite”.
+Subject” requires the presence of a subject when a clause is indicative, and “+Finite”
requires the presence of a finite verb.
The “Subject ^ Finite” requires the subject to precede the finite verb when the clause
is declarative.
10. Systemic GrammarSystemic Grammar
Grammar is represented as a graph
called a system network. This comprises
and systems (curly braces)
conjunctive features in boldface
or systems (straight vertical lines)
disjunctive features in normal face
realisation statements (in italic).
specify how disjunctive features are
realised
MOOD TYPE:
indicative imperative
POLARITY
:
positive The spy came in from the
cold.
Come in from the cold!
negative The spy didn't come in
from the cold.
Don't come in from the
cold!
11. Realisation statement
+X: insert the function X
e.g. +subject
X=Y: conflate the functions X and Y
e.g. goal = subject
X>Y: order X somewhere before Y
e.g. subject > predicator
X/Y: function X has grammatical feature
Y
e.g. subject/noun phrase
X!L: assign function X to lexical item L
e.g. passive!be
12. FUNCTIONAL MODEL OF LANGUAGEFUNCTIONAL MODEL OF LANGUAGE
Language is a resource. Man can narrow
the meanings which speaker/writer means
from the entire context of culture to specific
context of situation by means of extra
linguistics factors: FIELD, TENOR, MODE
13. Three language functionsThree language functions
In any context, people use language to do
three main functions:
Ideational (to tell about subject matter, FIELD)
Interpersonal (to interact with other people,
TENOR)
Textual (to structure the text, MODE)
15. Context and TextContext and Text
CULTURE
Genre
(Purpose)
SITUATION
Who is involved?
(Tenor)
Channel
(Mode)
Subject
matter
(Field)
TEXT
REGISTER
16. As a matter of fact, the text consists of
clauses.
Each clause carries: ideational,
interpersonal and textual function of
language
How the writer “wrap” the function in those
clauses?
How the writer connect clauses to form the whole
paragraph?
18. Rank Scales and unitsRank Scales and units
Rank Scales
Units
19. ExampleExample
The children played with their toys (1 clause)
The children / played / with their toys (3 groups)
The / children / played /with / their / toys (6 words)
The / child / ren / play / ed/ with / their /toy / s / (9 morphemes)
Go! (1 clause)
go / (1 group)
go / (1 word)
go / (1 morpheme)
20. Clause LevelClause Level
In clause level we will describe any clause from three functional
perspective.
We use metalanguage.
We will show how to describe the clause from the functional
perspective one by one: ideational, interpersonal, textual
metafunctio
n
System
networ
k:
in the open
glade
the wild
rabbits
danced with their
shadows.
textual THEME Theme Rheme
interpersona
l
MOOD
Adjunct Subject
Finite/
Predicato
r
Adjunct
Residue
(1)
Mood Residue (2)
ideational TRANS
ITIVITY
Location Actor Process Accompaniment
21. Robinho plays football.
Three types of meaning in one clauseThree types of meaning in one clause
Situation
Language encodes all three kinds of meanings
simultaneously in one clause. When you say
“Robinho plays football.” you are:
• representing or describing something
(experiential meaning)
• interacting with someone (interpersonal
meaning), by
• Telling something and organizing your
message in a linear flow (textual meaning).
Each of this aspects is achieved through your
choice of lexico-grammar options.
22. TRANSITIVITY, MOOD, THEMETRANSITIVITY, MOOD, THEME
TRANSITIVITY: grammatical system that aims to
describe the option of representational/ideational
meaning
MOOD: grammatical system that relates to
interpersonal meaning
THEME: grammatical system that captures the
organization of message
If we put these part of grammar in the previous
system network, we have the following graphs.
24. TRANSITIVITYTRANSITIVITY
In order to talk about language used to
express experience, we need the following
metalanguages:
ACTOR
AGENT
PARTICIPANT GOAL
CARRIER
SAYER
MATERIAL
PROCESS RELATIONAL
PROJECTING
Cause
Location
Circumstance Manner
Accompaniment
Etc.
26. PROCESS
TYPE
category
meaning
PROJECT-
ION
TENSE
material doing &
happening Actor
the company
Process
is
givi
ng
Goal
a new teapot
Recipien
t
to my
aunt
present-
in-present
mental sensing Senser:
conscious
my aunt
Process
wants
Phenomenon
a new teapot
+ projection present
my aunt wants
them to buy
a new teapot
verbal saying Sayer:
symbol
source
the
company's
letter
Process
says
Verbiage
kind things
Receiver
to my
aunt
+ projection present
the
company's
letter
says to my
aunt
that she is
entitled to a
new teapot
relational being &
having Carrier
this teapot
Process
is
Attribute
beautiful
present
Identified
this
Process
is
Identified
the teapot the
TransitivityTransitivity
33. THEME (Textual Meaning)THEME (Textual Meaning)
SIMPLE THEME
Theme Rheme
The lion beat the unicorn all round the town.
All round the town the lion beat the unicorn.
By the lion the unicorn was beaten all round the town.
The unicorn was beaten by the lion all round the town.
Theme = what the message is concerned with: the point of
departure for what the speaker is going to say
• Simple theme
• Multiple theme
Types of theme:
1. Topical theme
2. Textual theme
3. Interpersonal
36. How clauses further joint together toHow clauses further joint together to
form a text?form a text?
The use of cohesive marker
Reference
Synonymy, antonymy, collocation
This will form text “texture”
37. Application of SFLApplication of SFL
Education, e.g. Indonesia
Computer => Natural language Generation
Translation => to improve translation
machine