1 / 24

Functional Grammar -An Introduction-

Functional Grammar -An Introduction-. 3 x 45 mins workshops written by David Green (GU) & Dr Beryl Exley (QUT) Presented by Dr Beryl Exley for Meanjin Local Council of ALEA b.exley@qut.edu.au Half Day PD, Saturday 28th April, 2006. The Syllabus: Underpinnings (open trial semester 1, 2006).

dorjan
Download Presentation

Functional Grammar -An Introduction-

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Functional Grammar-An Introduction- 3 x 45 mins workshops written by David Green (GU) & Dr Beryl Exley (QUT) Presented by Dr Beryl Exley for Meanjin Local Council of ALEA b.exley@qut.edu.au Half Day PD, Saturday 28th April, 2006

  2. The Syllabus: Underpinnings(open trial semester 1, 2006) • Language choices are socio-cultural choices • Literacy is a socio-cultural practice • Sts need to be able to use the four repertoires of literacy practices (Luke & Freebody, 2000) - code breaking, meaning making, text using, text analyst

  3. The Syllabus - the 3 strands • Cultural - making meaning in contexts (because context influences the construction & interpretation of meaning in texts) • Operational - making choices to use particular language systems for particular purposes/functions • Critical - evaluating & constructing meanings & values in texts

  4. The Syllabus - 3 Substrands • Speaking & listening (both interpretation & construction for personal, social, cultural & aesthetic purposes) • Reading & viewing (interpreting written, visual & multimodal texts for personal, social, cultural & aesthetic purposes) • Writing & shaping (constructing written, visual & multimodal texts to represent people, places, things, events & concepts for personal, social, cultural & aesthetic purposes)

  5. The Syllabus - Learning Outcomes • Foundation Level Outcomes • Level 1 Outcomes - middle of yr 2 • Level 2 Outcomes - end of yr 3 • Level 3 Outcomes - end of yr 5 • Level 4 Outcomes - end of yr 7 • Level 5 Outcomes - middle of yr 9 • Level 6 Outcomes- end of yr 10 • Discretionary Level Outcomes

  6. The Syllabus - Coding Outcomes • The Strands: • Cultural strand - Cu • Operational strand - Op • Critical strand - Cr • The Levels: Level 1 = 1 etc • The Substrands: • Speaking & listening = .1 • Reading & viewing = .2 • Writing & shaping = .3

  7. Cu 2.1 identifies the Cultural strand, level 2 core learning outcome, substrand speaking & listening • Op 4.2 identifies the Operational strand, level 4 core learning outcome, substrand reading & viewing

  8. Grammar: 1994 versus 2006 • The 1994 syllabus used the terms ‘genre, field, tenor & mode’ whereas the 2006 syllabus uses the terms ‘text types, subject matter, roles & relationships, mode & medium’ • Functional grammar was implicit in the 1994 syllabus, but explicit in the 2006 syllabus

  9. Systemic-Functional Linguistics versus Traditional Grammar • M.A.K. Halliday (early 1960s) - SFL • focus is function of language (what language does & how it does it) • SFL starts with the cultural context & looks at how language both acts upon & is constrained by the context • structural approaches, such as those found in traditional grammar, placed the elements of language & their combinations as central

  10. Text Types • Op1&2 • familiar texts have their own basic stages (generic structure) • know some of the stages of the generic structure of commonly used texts • Op3 • sequencing of events in narratives builds up complications & resolutions to create tension & suspense

  11. Text Types - Activity 1 • tell me an interesting experience you have had involving a car • tell me how you change the wheel of a car • tell me why I should buy your car • tell me what actually makes the wheels of a car turn • tell me about life in ‘Tonka Town’

  12. Text Types - Activity 2 Text 1: Snakes are reptiles. They are cold-blooded and lay eggs. They are not slimy. They are covered with scales which are like bumps on the skin. Their skin is hard and glossy so they can glide across the ground. They have a forked tongue and many are poisonous. Text 2: As the stockman approached the water hole, a large brown snake slithered slowly from the rock on which it had been sunning itself. When it had almost reached the tall grass, the snake turned to face the intruder. It coiled itself like a piece of rope, all the time tasting the air with its forked tongue.

  13. Subject Matter • Op1 • some words indicate ‘who’ or ‘what’ (participants), some indicate actions (processes) • describing words (attributes) add more information to the ‘who’ or ‘what’ (participants) • Op2 • construct simple & compound sentences • extend short noun groups with attributes • circumstances of time & location

  14. Op3 • clause - represents what is happening, who or what is taking part & circumstances surrounding activity (ie process, participants, attributes & circumstances) • different types of processes (being, doing, thinking, saying & relating) typically occur in certain text types • choice of processes invite readers/viewers to draw inferences • how noun & verb groups are constructed • circumstances tell when, where, why , how & with what

  15. Subject Matter - Activity 1 Everyday • shared by most members of the culture • the language used by novices Specialised • shared by many but not all members of the culture • the language used by apprentices Highly technical • concepts/vocabulary used by highly specialised groups • usually takes many years to develop vocabulary

  16. Subject Matter - Activity 2 • Participants - words that denote the people, things, ideas in a sentence • Attributes - descriptions of who or what • Processes - words that tell what is happening, what is being done, thought, said or even ‘being’ • Circumstances - why,where, when, how, with whom

  17. The Cat Chase The furious child chased the frantic cat up and down the street. The cat scaled the tall brick fence and climbed a nearby jacaranda tree. The mottled feline watched the child from up high. The despondent child threw his hands in the air. He didn’t care if the cat stayed there all night.

  18. Roles & Relationships • Op2 • different participants & processes for different audiences • verb tense indicates when an action takes place • statements provide information, questions request information & commands give orders • Op3 • use of processes & participants signal relationships between characters • particular attributes & processes influence readers by constructing subject matter positively or negatively

  19. Roles & Relationships Text One: You may read the question paper but do not commence writing until you are given the instruction to do so. There is to be no talking. Text Two: Dear mum & dad, having a fab time & keeping safe. But things are really really pricey over here. Do u think maybe u could send me some $$? Perhaps $500. Send you some pics soon, luv u heaps, Deb. Text Three: Lee moves in now…he delivers…and BOWLED HIM…oh yes! Cleaned him up big time…had no idea, absolutely no idea at all, totally beaten for pace and, what can you say? The Springboks are in terrible trouble…it’s all happening at the MCG.

  20. Mode & Medium • Op1 • patterns of words form simple & compound sentences • simple conjunctions to join sentences (eg and, but) • Op2 • theme position of sentence carries key information • simple conjunctions can compare two ideas (eg as well, also, but, or) • local coherence with simple synonyms

  21. Op3 • clauses can be combined using conjunctions to form compound & complex sentences • global coherence (text connectives, paragraphs, headings, subheadings, hyperlinks) to link ideas • how to use conjunctions of place, time, manner, cause, condition & concession • like information is clustered into a paragraph • time connective to locate participants & processes in time

  22. Mode & Medium - Activity 1 Text One:We went on the bus and we got to the beach and we had lunch and we played in the park. Text Two: After arriving at the beach by bus, we had lunch, then played in the park.

  23. Mode & Medium: Conjunctions Linking conjunctions (eg. and, but, so, then): • join independent clauses (ie clauses which stand alone) • My name is Benjamin and I live in Ipswich. (compound sentence) Binding conjunctions • used when one clause is dependent on another (ie. it can’t stand alone) • I come from Ipswich which is where the writers’ festival is held each September. (complex sentence)

  24. Concluding Activity FROGS Frogs jump and croke alot. Ther skin is slippery and wet. They hide sometimes and ther big eyes blink. I no some peopel who are scerd of them. I am not scerd of them. I think they are very cute. Thats what I think.

More Related