Hallidays Theory Systemic functional grammar SFG or systemic

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Halliday’s Theory

Halliday’s Theory

Systemic functional grammar (SFG) or systemic functional linguistics (SFL) is a model of grammar

Systemic functional grammar (SFG) or systemic functional linguistics (SFL) is a model of grammar that was developed by Michael Halliday in the 1960 s. [1] It is part of a broad social semiotic approach to language called systemic linguistics. The term "systemic" refers to the view of language as "a network of systems, or interrelated sets of options for making meaning"; [2] The term "functional" indicates that the approach is concerned with meaning, as opposed to formal grammar, which focuses on word classes such as nouns and verbs, typically without reference beyond the individual clause. Systemic functional grammar is concerned primarily with the choices that the grammar makes available to speakers and writers. [1] These choices relate speakers' and writers' intentions to the concrete forms of a language. Traditionally the "choices" are viewed in terms of either the content or the structure of the language used. In SFG, language is analyzed in three different ways, or strata: semantics, phonology, and lexicogrammar. [3] SFG presents a view of language in terms of both structure (grammar) and words (lexis). The term "lexicogrammar" describes this combined approach.

Ø Systemic-Functional Linguistics (SFL) is a theory of language centered around the notion of

Ø Systemic-Functional Linguistics (SFL) is a theory of language centered around the notion of language function. Ø SFL accounts for the syntactic structure of language. Ø It places the function of language as central (what language does, and how it does it), in preference to more structural approaches, which place the elements of language and their combinations as central. Ø SFL starts at social context, and looks at how language both acts upon, and is constrained by, this social context.

A central notion is 'stratification', such that language is analyzed in terms of four

A central notion is 'stratification', such that language is analyzed in terms of four strata: Context, Semantics, Lexico. Grammar and Phonology-Graphology. 1. Context concerns the Field (what is going on), Tenor (the social roles and relationships between the participants), and the Mode (aspects of the channel of communication, e. g. , monologic/dialogic, spoken/written, +/- visualcontact, etc. ). 2. Systemic semantics includes what is usually called 'pragmatics'. Semantics is divided into three components: a) Ideational Semantics (the propositional content); b)Interpersonal Semantics (concerned with speechfunction, exchange structure, expression of attitude, etc. ); c)Textual Semantics (how the text is structured as a

3. The Lexico-Grammar concerns the syntactic organization of words into utterances. Even here, a

3. The Lexico-Grammar concerns the syntactic organization of words into utterances. Even here, a functional approach is taken, involving analysis of the utterance in terms of roles such as Actor, Agent/Medium, Theme Mood, etc. (See Halliday 1994 for full description).

 Four Stratification of Hallidays Theory: 1. Discourse need contexts: (1) Socio -culture and

Four Stratification of Hallidays Theory: 1. Discourse need contexts: (1) Socio -culture and (2) situation 2. Semantics represented in metafunction (three meaning): ideational, interpersonal, and textual 3. Lexico-grammar 4. Phonology Graphology.

 The context of situation is made up of all the phenomena which affect

The context of situation is made up of all the phenomena which affect the discourse. In face-to-face interaction, the context of situation includes the immediate and wider environment in which the text actually occurs, like the classroom in the case of a teaching discourse, the shop or market in a sales transaction, the workshop in the case of a discussion about a gearbox replacement.

 The context of culture is an intricate complex of various social phenomena involving

The context of culture is an intricate complex of various social phenomena involving historical and geographical settings but also more general aspects like the field of the activity: education, medicine, provision of goods and services in exchange for money. Car maintenance discourse in a highly hierarchical society may be different from that which takes place in a relatively egalitarian society. Classroom discourse takes place within a wider cultural context of, say, university education or secondary school education, or slightly more specifically African university education, or Kenyan University education.

 The discipline in question also plays a part in the context of culture:

The discipline in question also plays a part in the context of culture: thus a physics lecture takes place within the cultural practices and traditions of the field of physics at large as well as in a particular education system or institution.

Language as a resource for making meaning; language in actual use and focus on

Language as a resource for making meaning; language in actual use and focus on texts and their contexts

The Context – Text Connection All meaning is situated: • In a context of

The Context – Text Connection All meaning is situated: • In a context of situation • in a context of culture

Context of situation: through the use of the register variables : Tenor : social

Context of situation: through the use of the register variables : Tenor : social relationship between those taking part • Activity focus Field : what’s going on • Object focus • Status or power (agent roles, peer or hierarchic relations • Affect (degree of like, dislike or neutrality) • Contact (frequency, duration and intimacy of social contact Mode : how language is being used • The channel of communication is spoken or written • Language is being used as a mode of action or reflection

Types of meaning/Functions : Ideational : meanings about phenomena (things, what’s going on, circumstances)

Types of meaning/Functions : Ideational : meanings about phenomena (things, what’s going on, circumstances) • participants • process • circumstances Interpersonal : meanings which express a speaker’s attitudes and judgments • mood • modality Textual : meaning as expressed the relation of language to its environment (verbal and non verbal (co-text) and situational (context) • theme • cohesion Influenced by the field of discourse Influenced by tenor of discourse Influenced by the mode of discourse

Context and text connection text context Semantics (meanings) Lexicogrammar (wordings) Field (what’s going on)

Context and text connection text context Semantics (meanings) Lexicogrammar (wordings) Field (what’s going on) ideational transitivity Tenor (social relations) interpersonal Mood and modality Mode (contextual coherence textual Theme, cohesion

Context of culture GENRE Genre: a culturally specific text-types which results from using language

Context of culture GENRE Genre: a culturally specific text-types which results from using language (written or spoken) to help accomplish something purposes Stages: distinctive beginnings, middles and ends Linguistic feature

Types of genre Genre 1. narrative Social function/purpose Generic structure/stages Linguistic feature To amuse,

Types of genre Genre 1. narrative Social function/purpose Generic structure/stages Linguistic feature To amuse, entertain and to deal with actual or vicarious experiences in different ways -Orientation - evaluation -Complication -Resolution -Re-orientation -Focus on specific participants - use of material process -Use relational process -Use temporal conjunction and temporal circumstances -Use of past tense

genre 2. spoof 3. recount Social function/purpose Generic structure/stages Linguistic feature To retell event

genre 2. spoof 3. recount Social function/purpose Generic structure/stages Linguistic feature To retell event with humorous twist -Orientation - events - twist -Focus on specific participants - use of material process - circumstances of time and place -Use of past tense To retell events for the purpose of informing or entertaining - orientation - events - re-orientation - focus on specific participants -Use of material processes -Circumstances of time and place -Use of past tense -Focus on temporal sequences

A representation of the model of language N RE LTU CU IO AT field

A representation of the model of language N RE LTU CU IO AT field U SIT Co nte Co xt o nte f xt o f mode LANGUAGE REGISTER GENRE tenor

What do they mean? Why can we make meaning from them? Do they mean

What do they mean? Why can we make meaning from them? Do they mean the same to everyone?

When I got home last night, I could not believe what …………. . had

When I got home last night, I could not believe what …………. . had done. What choices are possible? What’s the implication of the choice?

What is implied about what a language system has to encapsulate? Culture What is

What is implied about what a language system has to encapsulate? Culture What is the broad and specific context? How does that impact on the text? Genre What is the specific purpose of the text? How is it organised to achieve this? Topic What is being discussed / written about? Relationships Who is taking part? What is the nature of their relationship? What are their statuses and roles? Mode Is it spoken, written or multimodal?

A: Yes Please B: Can I have those two? A: Yes. One’s forty five.

A: Yes Please B: Can I have those two? A: Yes. One’s forty five. One’s twenty five. B: And have you got …………………. . A: Yes. How many would you like? B: I’ll take two A: Right. That’s four dollars twenty altogether. B: Here you are. A: Thankyou. B: Thankyou. What’s the context of the text? What accompanies the language? What kind of a text is it? (genre) What are the stages of the text? What is it about? (field) Who is involved? (tenor) Mode of communication? (mode)

Data reveals that the greatest consumer spending traditionally occurs during the pre Christmas period.

Data reveals that the greatest consumer spending traditionally occurs during the pre Christmas period. A consequence of this spending is debt. The publicity and expectation of a gift laden Christmas has lead some families to incur debts beyond their means of immediate repayment, leading to the additional and spiralling cost of interest fees. A substantial education program is required to reverse this trend. What’s the context of the text? What accompanies the language? What kind of a text is it? (genre) What are the stages of the text? What is it about? (field) Who is involved? (tenor) Mode of

The role of language in education according to Halliday Knowledge is transmitted in social

The role of language in education according to Halliday Knowledge is transmitted in social contexts, through relationships, like those of parent and child, or teacher and pupil, or classmates, that are defined in the value systems and ideology of the culture. And the words that are exchanged in these contexts get their meaning from activities in which they are embedded, which again are social activities with social agencies and goals.

 Halliday's theory of "language as a social semiotic" is a very sophisticated, elaborate,

Halliday's theory of "language as a social semiotic" is a very sophisticated, elaborate, "extravagant" (Halliday 1994) sociocultural theory of language, which really builds upon, extends, earlier theories of language and culture and language as social interaction. Its sophistication is in the way Halliday specifies the semiotics of the culture at the level of grammatical constituent, at the level of clause.

 The ideational, or cognitive function of language is realized by choices of process

The ideational, or cognitive function of language is realized by choices of process (verb) type; subject and object choices are to do with "participants" and their semantic roles; and "circumstances" are to do with adverbial choice: For example. . Question: Is there a relation of Case Grammar theory to Functional Grammar?

 For example, the words which function as the processes of a clause were

For example, the words which function as the processes of a clause were classified traditionally as verbs, and the meaningful unit which they predicated was classified as a clause; something/s, person/persons, or ideas or facts or utterances or thoughts, were directly involved in the process: these are classified as 'participants' in functional grammar and they are to do with choices in Subject or Object roles in the clause. The circumstances of the processes were classified traditionally as adverbs

 The interpersonal function is to do with the kinds of communication roles chosen,

The interpersonal function is to do with the kinds of communication roles chosen, together with ways of assessing usuallity and probability: For example, our choice of making a statement, asking a question or giving an order is the foundation of the communication roles. Speakers and writers also position themselves in relation to their statement, question or command by assessing usuallity, obligation, probability. These functions are realised by such modals as: sometimes, ought, perhaps.

 The textual function of language; because word order is central in the structure

The textual function of language; because word order is central in the structure of English the first word or phrase (or clause in a clause complex) in the clause/clausecomplex will be the message of the clause/clause complex. The thematic organization of clauses is the foundation of organization of language into meaningful extended texts, whether those texts are conversational or academic.