SYSTEMIC FUNCTIONAL GRAMMAR INTERPERSONAL METAFUNCTION Helena I R

SYSTEMIC FUNCTIONAL GRAMMAR: INTERPERSONAL METAFUNCTION Helena I. R. Agustien Malang 29 -30 April, 2019

COMMUNICATION Communication is exchange of MEANINGS. Every clause has more than one abstract meaning. Every clause plays more than one function. very clause has metafunctions or abstract functions. Metafunctions include: ideational function, interpersonal function, textual function.

S T R A T I F I C A T I O N

METAFUNCTIONS IDEATIONAL FUNCTION The clause represents ideas and experiences. INTERPERSONAL FUNCTION The clause represents feelings, intent or attitude. TEXTUAL METAFUNCTION The clause has the ability to organize massages according to the context of use to create cohesive texts.

IDEATIONAL MEANING People are going to cast their votes on the 17 th of April this year. Participant Process Circumstances

INTERPERSONAL MEANING People are going to cast their votes on the 17 th of April this year. Subject Finite Verb Subject > Finite : declarative Declarative means “I give you information”

TEXTUAL MEANING People are going to cast their votes on the 30 th of April this year. On the 30 th of April this year People are going to cast their votes. It is on the 30 th of April this year that people are going to cast their votes. This year people are going to cast their votes on the 30 th of April.

M E T A F U N C T I O N S

INTERPERSONAL FUNCTION: INTERACTING WITH OTHERS When interacting with others, people do not just exchange ideas. People also exchange FEELINGS. When interacting people exchange IDEAS AND FEELINGS. Where in the clause does the ‘feeling part’ reside?

IS THIS AN ACCEPTABLE PATTERN?

FUNCTIONAL LABEL STRUCTURAL LABEL

TRADITIONAL DESCRIPTION • • • Subject Verb Object Adverb Noun Verb Noun Adverb I am a teacher. I am going to teach English. I teach speaking three times a week. I must wake up very early on weekdays. I’ll go get my bag. So, which VERB does it refer to?

STRUCTURAL VS. FUNCTIONAL ELEMENTS Functional Elements Structural Elements Subject Noun Finite Verb Predicator Adjective Complement adverb Adjunct Preposition

Compare Functional Level Subject Finite / Predicator Complement Adjunct Structural Level Noun Verb Noun Adverb Functional Level Subject Verb Complement Adjunct Structural Level Noun Adverb Verb (structural element) NAIK PANGKAT menjadi functional element.

Functional Level Subject Finite Predicator Complement Adjunc t Structural Level Noun Verb Noun Adverb( ials) My name My mother My house My sister Basuki not well in Jakt a nurse Problem Area

LABEL THE VERB! It is important to LABEL the verbs. A verb can be finite. A verb can be predicator.

wo t e v I ha s, yay! e be m n a a n e c or m a n My BJECT NT. SU LEME P COM NOUN My name is COMPLEMENT. My name is ADJUNCT. I have NO NAME. Hicks… VERB ADJECTIVE ADVERB

My name is FINITE and I am always there in the English sentence. You cannot create a sentence without me. Verb

Subject Together, we express FEELINGS or mood. Finite WE always go together. SUBJECT and FINITE always go together in the clause.

These are things I do. FINITE • FINITE carries the TENSE in the clause (clause is the smallest sentence). • FINITE carries modality. • FINITE carries polarity. • FINITE carries the agreement. • FINITE determines the speech functions. • FINITE enables you to converse – to negotiate meanings.

THE MOOD=THE FEELING MOOD SUBJECT RESIDUE FINITE PREDICATOR / COMPLEMENT / ADJUNCT (verb ‘be’) I am a teacher You are a teacher S/he is a teacher They/We/Yo u are teachers not ‘NOT’ goes with the FINITE Negative Mood means ‘I DENY’.

THE MOOD=THE FEELING MOOD RESIDUE SUBJECT FINITE PREDICATOR / COMPLEMENT / ADJUNCT I am a teacher You are a teacher S/he is a teacher They/We/Yo u are teachers Subject ^ Finite = Declarative MOOD Declarative means ‘I GIVE YOU INFORMATION’

THE MOOD=THE FEELING MOOD FINITE RESIDUE SUBJECT PREDICATOR / COMPLEMENT / ADJUNCT Am I a teacher? Are you a teacher? Is s/he a teacher? Are they/we/y ou teachers? Finite^Subject= Interrogative Mood Interrogative means “I DEMAND INFORMATION’

THE MOOD=THE FEELING MOOD FINITE RESIDUE SUBJECT Be Be COMPLEMENT / ADJUNCT a teacher ( you) a teacher Be teachers Finite^Complement= Imperative Mood Imperative means “I DEMAND SERVICE’

THE MOOD=THE FEELING MOOD RESIDUE SUBJECT FINITE is fused with PREDICATOR (or full verb) COMPLEMENT / ADJUNCT I study (finite ‘do’+Predicator ‘study’) English I studied (finite ‘did’+Predicator ‘study’) English S/he studies (finite ‘does’+Predicator ‘study’) English

THE MOOD=THE FEELING MOOD RESIDUE SUBJECT FINITE is fused with PREDICATOR COMPLEMENT / ADJUNCT I study (finite ‘do’+Predicator ‘study’) English I studied (finite ‘did’+Predicator ‘study’) English S/he studies (finite ‘does’+Predicator ‘study’) English ‘In order to deny, attach NOT to the FINITE

THE MOOD=THE FEELING MOOD RESIDUE SUBJECT FINITE is fused with PREDICATOR COMPLEMENT / ADJUNCT I study (finite ‘do’+Predicator ‘study’) English I studied (finite ‘did’+Predicator ‘study’) English S/he studies (finite ‘does’+Predicator ‘study’) English ‘In order to demand , move the FINITE+ Predicator before the SUBJECT: ‘Study English’.

THE MOOD=THE FEELING MOOD RESIDUE SUBJECT FINITE PREDICATOR / COMPLEMENT / ADJUNCT I DO NOT study … You DID NOT study … She DOES NOT study… They DO NOT study… When the FINITE has been ‘taken out’ of the fused verb the predicator is in the base form (‘study).

ENGLISH CLAUSE MUST HAVE FINITE Finite is realized by a verb. So an English clause MUST contain a VERB. The verb can be BE verb or a FULL VERB. When do we use BE verb?

Subject I (NOUN) I I Finite verb am am am Study (do study) (VERB_ Residue a teacher (NOUN) Happy (ADJECTIVE) In the classroom (ADVERB) English

Subject I Finite verb study Residue English I studied English I I am was Studying English studying English I will study English I would study English I will be studying English

WHAT’S ALL THESE GOT TO DO WITH CONVERSATION ? IT HAS TO DO WITH EXCHANGING FEELINGS

Conversing is NEGOTIATING MEANINGS. We negotiate FEELINGS and INFORMATION.

What’s wrong with this?

I will.

Do you love me? I do.

EXCHANGING FEELINGS A: It’s so hot in here. B: It is. C: It is isn’t it? D: Is it? E: No. It isn’t. F: Oh well… sort of…

EXCHANGING INFORMATION A: Hi. Morning. How are you? B: Fine, thanks. A: Where are you from? B: Indonesia. And yourself? A: From Brazil. B: Wow… that’s far away. A: Quite far… yeah…

NORMAL CONVERSATIONS EXCHANGE FEELINGS AND INFORMATION A: Hi. Morning. How are you? B: Fine, thanks… yourself? A: Fine thanks. Nice day, isn’t it? B: It is… Do you like Sydney? A: I do. That’s why I am here. B: Are you form here? . A: No. I’m not. I’m from Brazil B: Brazil, is it? A: Yup. Quite far.

What else do we need to create conversations ? • • • We need: Conversation gambits Lexical bundles Idioms Binomial expressions Inserts Interjections Attention getters Discourse markers Greetings / farewells Etc.

LEXICAL BUNDLES IN SPEECH The grammar of conversation reflects the repetitive and formulaic nature of speech. Lexical bundles: sequences of words which are frequently re-used, and therefore become ‘prefabricated chunks’ that speakers and writers can easily retrieve from their memory and use again and again as text building blocks.

LEXICAL BUNDLES IN SPEECH Definition: a recurring sequence of three or four words Conversation is more repetitive than the written registers. Academic prose makes considerable use of prefabricated blocks of text, such as in the case of the. . . it should be noted that. . . there was no significant. . .

STRUCTURAL ASPECTS OF LEXICAL BUNDLES Although lexical bundles in conversation do not usually represent a complete grammatical unit, they fall into several grammatical types. Many of them contain a pronoun followed by a verb phrase followed by a part of the verb’s complement.

STRUCTURAL ASPECTS OF LEXICAL BUNDLES Examples I don’t know why ( he didn’t play much / Catherine finds that sort of thing funny / I did it) I thought that was (Friday / quite good / going to happen)

STRUCTURAL ASPECTS OF LEXICAL BUNDLES Almost 90% of all four-word lexical bundles in conversation are segments based on a declarative or interrogative main clause. Declarative clause segments: I don’t know what. . . , I don’t think I. . . , I thought it was. . . , I said to him. . . , I would like to. . . , well you’ll have to. . .

STRUCTURAL ASPECTS OF LEXICAL BUNDLES Interrogative clause segments: Can I have a. . . , Have you got any. . . , do you want to. . . , are you talking about. . . , I would like to. . . , What’s the matter with. . . , how do you know. . . Lexical bundles tend to end with the beginning of an incomplete unit (I don’t know what. . . , have you got any. . . )

STRUCTURAL ASPECTS OF LEXICAL BUNDLES Lexical bundles often have set patterns which can be summerised as follows: * I don’t/didn’t + know/think/want + complement clause * I want to + do/get/go/ see/be/ know * Do you want + to/a/me/some/any/it/the

COMMON LEXICAL BUNDLES IN CONVERSATION The most common four-word lexical bundles in conversation (occur more than 40 times per million words) Pattern 1: Personal pronoun + verb phrase + I don’t know what, I don’t want to, but I don’t know, I said to him, I tell you what, you want me to, you don’t have to, it’s going to be, etc.

COMMON LEXICAL BUNDLES IN CONVERSATION Pattern 2: Extended verb phrase fragments have a look at, let’s have a look, know what I mean, going to be a, going to have to, was going to say, thank you very much

COMMON LEXICAL BUNDLES IN CONVERSATION Pattern 3: Question fragments Do you want to, do you want a, do you want me, are you going to, are we going to, do you know what, what are you doing, what do you mean, what do you think, what do you want

COMMON LEXICAL BUNDLES IN CONVERSATION Most bundles are used at or near the beginning of an utterance. For the most part, the main verbs in these sequences mark personal stance, voicing the feelings, thoughts, or desires of the speaker or (less commonly) the hearer. No, I thought it was great. I would like to borrow a pen. Do you want me to send them today?

COMMON LEXICAL BUNDLES IN CONVERSATION Many of the bundles express negative meanings. And I don’t know why he didn’t show up. Oh I don’t want to hear this. The extended verb phrase fragments in Pattern 2 tend to show combinations of verbs with elements which complement them. Oh well, let’s have a look. Let’s have a look at this.

LEXICAL BUNDLES AND IDIOMS Lexical bundles are distinct from idioms. Idioms are word sequences whose meaning cannot be predicted from the meanings of the individual words. E. g. a piece of cake (something very easy to do) on the double (running or moving quickly) step on the gas (to increase speed)

LEXICAL BUNDLES AND IDIOMS Idioms vary in ‘transparency’: that is, whether their meaning can be derived from the literal meanings of the individual words. E. g. make up (one’s) mind (reach decision) is rather transparent than kick the bucket (die) Idioms allow some variations: make up my/your/his mind

LEXICAL BUNDLES AND IDIOMS Although many idioms are colloquial, they are not particularly common in conversation. Occasionally idioms are frequent enough to occur within a lexical bundle: hang on a minute (wait a minute) is a lexical bundle making use if idiom hang on.

BINOMIAL EXPRESSIONS A binomial expression is a special kind of lexical bundle consisting of word 1 + and/or + word 2. Word 1 and word 2 are from the same class, and is much more frequent than or as the linking word. The order in which the words occur is normally fixed. In conversation, the most common binomial phrase are relatively fixed expressions that commonly go together in people’s experience.

BINOMIAL EXPRESSIONS Verb and verb go and see, come and help, wait and see, try and put Noun and noun mum and dad, men and women, salt and vinegar, bread and butter, day and night, years and years. Adverb and adverb there and then Adjective and adjective black and white

INSERTS Inserts signal relations between speaker, hearer, and discourse. They are peripheral to grammar. They occur either as ‘stand alone’ elements or loosely attached to a clause or non-clausal structure, in which case they occur mainly in an initial position. Hesitators typically occur in the middle of an utterance.

8 MAJOR CLASSES OF INSERTS 1. 2. 3. 4. 5. 6. 7. 8. Interjections (e. g. oh) Greetings/farewells (e. g. Hi) Discourse markers (e. g. well) Attention getters (e. g. hey) Response getters (e. g. okay? ) Response forms (e. g. right) Polite formulas (e. g. thank you) Expletives (e. g. damn)

INTERJECTIONS Interjections are words which have exclamatory function. They usually express an emotive reaction to something that has been said, or has happened. Their pronunciation is simple and sometimes has abnormal features (ugh, aargh, ttt)

INTERJECTIONS Oh, how awful! Oh, did she? Ah, isn’t that nice? Oh wow, they really did that tree nice. Wow. Ooh, that’s little. Whoops, easy Chester (dog) Ugh it reeks (disgust, displeasure) Ow! I’ve got the stomach ache Ouch my neck hurts

GREETINGS AND FAREWELLS They signal the beginning and end of conversation respectively. They usually occur in symmetrical exchanges as in: A: Hi B: Hi A: Morning B: Morning A: Bye Butch B: Bye, Marc A: See you, bye B: See you later.

DISCOURSE MARKERS Discourse markers tend to occur at the beginning of a turn or utterance. They signal interactively how the speaker plans to steer the dialogue. E. g. 1. A: You are always hungry. B: Well, I’m not now. 2. A: How much rice are you supposed to have? B: Well, I don’t know. A: Half a cup or – well I’m asking you!

DISCOURSE MARKERS Well has varied uses, but overall has the function of a ‘deliberate marker’ indicating the speaker’s need to give brief thought to the point at issue. Well also often marks a contrast and it can also introduce an indirect or evasive answer – as in 2.

DISCOURSE MARKERS Individual words as discourse markers 3. Right, are we ready? 4. A: Get on the phone and phone them up! B: Right, Claire, I will. 5. A: Alright. Have fun. B: Now does she have her dollar to buy coffee? The words are often used at the beginning of a turn, indicating that some decision is required or accepted. They also indicate compliance, agreement, acknowledgement and signal topic change or a return to an earlier topic.

ATTENTION GETTERS The main function is claiming a hearer’s attention, or for making a negative comment about someone’s behaviour, and tend to be abrupt, and sometimes impolite.