Exploring Systemic Functional Grammar: Linguistic Choices and Processes

1. Topics in grammar Systemic-functional grammar 1: system

2. Some prominent figures in functional grammar Vilém Mathesius J.R. Firth M.A.K Halliday R. Hasan

3. Basic assumptions • Langue = meaning potential • Meaning potential can be described as a system of choices, eg between active and passive voice. • What governs the choices made? The doctor is seeing Lucy now. Lucy’s being seen by the doctor now. Who is more likely to speak these utterances, receptionist or parent?

4. Factors that influence the choices made… • Relationship between speakers • Purpose of utterance • Context of utterance (discourse) • What is important/given/new information…

5. Describing a linguistic system… “A system is a list of things between which it is possible to choose.” -- Margaret Berry (paraphrased) • Choose a point in the language where you can make a distinction between elements that are different in meaning e.g. countable vs uncountable nouns

6. Describing a linguistic system… “A system is a list of things between which it is possible to choose.” -- Margaret Berry (paraphrased) • Choose a point in the language where you can make a distinction between elements that are different in meaning e.g. countable vs uncountable nouns three crayons vs *three chalks

7. Meaning + surface structure NB Meanings have to correspond to grammatical signals. Concepts like length or dangerare not expressed by grammatical features in English; they are in some languages.

8. Showing the set of options for countability of nouns less delicate more delicate mass Noun singular countable plural

9. Building a more complex network (transitivity) major clause minor Major clauses have VPs. Minor clauses don’t, eg ‘How about you?’ ‘OK, then?’

10. What kind of major clause types are there? • We’re building a house. (material) • She believes in fairies. (mental) • She told me a story. (verbal) • He is a fine cook. (relational) • She snores. (behavioural) • There’s a train at four o’clock. (existential) This is the set of options at clause level in English. Notice the options are based on meaning and form.

11. Developing the transitivity system material mental major verbal relational behavioural clause existential minor

12. Focusing on material processes material mental major verbal relational behavioural clause existential minor

13. Material process types • Some material processes can have EITHER one or two participants, eg. We crashed the car. The car crashed. ‘Crash’ is therefore an unrestricted material process. • Some material processes can have ONLY one OR ONLY two participants, eg: • The car hit the wall. (*The car hit.) • I reacted. (*I reacted the car.) ‘Hit’ and ‘react’ are restricted material processes.

14. Material process types • Some material processes have an animate agent and are intentional, eg We’re building a house. These are ‘action’ processes. • Some material processes have an inanimate agent and are unintentional, eg. The roof collapsed. These are ‘event’ processes.

15. Untypical Material process types • Some material processes combine an inanimate agent with an action process, e.g. The gun murdered the policeman. These are ‘action’ processes with untypical animacy. • Some material processes combine an animate agent with an event process e.g. We collapsed. These are ‘event’ processes with untypical animacy.

16. Simultaneous choices unrestricted restricted action material event typical = simultaneous choices untypical

17. Focus on unrestricted/restricted processes unrestricted restricted action material event typical = simultaneous choices untypical

18. Types of unrestricted material process • Unrestricted material processes can have either one or two participants. What is the difference between them? We crashed the car. The car crashed.

19. Types of unrestricted material process • Unrestricted material processes can have either one or two participants. How do you distinguish between them? We crashed the car. (causative) The car crashed. (non-causative)

20. Types of restricted material process • Restricted material processes are easy to distinguish – you either expect them to have one OR two participants, eg I reacted. (middle – expect 1 participant) The car hit the wall. (non-middle – expect 2)

21. Types of restricted material process • Restricted material processes are easy to distinguish – you either expect them to have one or two participants, eg I reacted. (middle – expect 1 participant) The car hit the wall. (non-middle – expect 2) • Note that it some non-middle processes can sometimes have 1 participant, ie they are intransitive options for a process that is normally non-middle: ‘The missile hit!’ We assume that it hit something…

22. Adding to the systemic network… causative unrestricted non-causative material middle restricted transitive non-middle intransitive

23. From the transitivity system to the voice system Note that entry to the voice system demands certain selections to be made from the transitivity system. Passive options are available when you choose… • Causative unrestricted material processes, eg We crashed the car. > The car was crashed (by us). • Untypical middle processes, eg She is walking the dog.> The dog is being walked… • Transitive non-middle processes, eg The car hit the wall. > The wall was hit (by the car).

24. From transitivity to voice… causative unrestricted non-causative active typical middlepassive untypical restrictedtransitive non-middle intransitive

25. The transitivity and voice systems

26. And the point is? • The grammar of transitivity underlies much discourse or text analysis and critical discourse analysis, eg MAK Halliday on William Golding’s The Inheritors, Deirdre Burton on Sylvia Plath’s The Bell Jar …etc. • Text analysts look at the distribution of material, mental, verbal, relational clauses, and they analyse instances of agency, typicality, non-typicality, etc. • All this analysis depends on having a robust underlying model of the clause.

27. Class activities • The class activities review these concepts. They take a little getting used to! • In groups, discuss the activities for this week’s session.