SYSTEMIC FUNCTIONAL GRAMMAR CHRIS BUTLER (hlm. 527-533)

1. SYSTEMIC FUNCTIONAL GRAMMAR CHRIS BUTLER (hlm. 527-533)

2. A BRIEF HISTORICAL SKETCH context of culture MALINOWSKI (antrpolog) C. of situation c. of utterance J.R. Firth C. of situation (meaning was the function of a unit in its context) linguistic context (grammatical items were functioning or having meaning SFG whorf Prague school glossematics

3. FG related to interpretations of (1) text, (2) system, (3) element of linguistic structures. • Appear in the needs of a tool to analyze a text. • A way in looking at the grammar in term how grammar / language is used (natural grammar).

4. Three metafunctional component of all languages : (1) ideational (what is it talk about?), (2) interpersonal (show the attitude of speaker into the language or into another participants), (3) textual (produce cohesive and coherence of the text to be understood by the readers) . Which are the manifestation of the linguistic system. • Each element in a language is explained by reference to its function in the total linguistic system.

5. Differences… • Functional: • Use ‘grammar’ consisting of syntax, vocabulary, & morphology. • Focuses on the development of grammatical systems as a means for people to interactwith each other • Formal: • Use ‘syntax’ opposed to semantics • The ways in which our genes constrain the shape of our grammars (what we can and cannot say)

6. Differences… • Using labels like N, V, Adj and functions labels like actor, process, goal, etc to make the grammatical analysis semantically revealing. • Not prescriptive but as tools for understanding why a text is the way it is. • Using labels like N, V, Adj, but not functions labels. • Prescriptive, which tell you what you can and what you can not say and provide you for correcting what are often referred to as grammatical error

7. EMBRIO OF SFG SCALE AND CATEGORY LINGUISTICS (HALLIDAY 1961) FORM (grammar and lexicon) Substance (phonology, orthography THREE LEVELS Situational context (Semantics) Unit (sentence, word, morpheme) Structure (Syntagmatic order) LANGUAGE FOUR BASIC CATEGORIES Class (Noun, verb, etc.) System (Paradigmatic order) Rank (hierarchical ordering of units) THREE ABSTRACTION SCALES Exponence ( rel. cat and ling. Data) Delicacy (distintions on all level)

8. clause clause rank choices resulting in function structure Process Goal Actor n. group v. group n. group group rank choices resulting in function structure Finite Event Deictic Thing Deictic Thing word rank choices resulting group function det noun verb verb pronoun noun those shoe are wrecking my feet Choice and constituency

9. Characteristics of SFG • Language as meaningful choice in social contexts • The interpretation of function in SFG • The proposed relationship between metafunction and register • The central importance of text: cohesion and discourse/text structure in SFG • S F G and Pragmatics To construct social meaning

10. Language as meaningful choice in social contexts To construct social meaning To negotiate social meaning Language is used To transmit culture

11. Function in SFG • To serve in communication and to motivate the shape of • the grammar in functional term. • 2. To refer to relational elements (microfunction or functional role): • Subject, Object, Agent, Recipient, etc. • 3. To refer metafunction (macrofunction): • ideational (experiential and logical) (to represent the world) • interpersonal ( to set up and maintain social relations) • textual (to enable the construction of situatonally relevant • and internally coherent passages)

12. give Mary John will The BLEU books today CIRCUMSTANCE (Location in time) PROCESS (Material) Ideational AGENT RECIPIENT GOAL Interpersonal COMPLE MENT COMPLE MENT ADJUNCT SUBJECT FINITE PREDICATOR Textual THEME RHEME GIVEN NEW GIVEN

13. Semantics grammar encoded recoded Meanings / Messages Sound or writing wordings arbitrer Nonarbitrer/ natural The form of the grammar relates naturally to the meanings that are being encoded Levels of a text

14. The proposed relationship between metafunction and register Context Text Semantics (meanings) Lexicogrammar (Wordings) Field (What’s going on) Ideational Transitivity (Processes, Participants, Circumstances) Tenor (Social relations) Mood and Modality (Speech roles, attitudes) Interpersonal Mode (Contextual coherence Theme , Cohesion Textual

15. The central importance of text: cohesion and discourse/text structure in SFG • SFG emphases on text analysis as a mode of action using theory of language • A discourse analysis that is not based on grammar is not an analysis a all, but simply • a running commentary on a text. (Halliday 1994:xvii) • A text is a passage of discourse which is coherent with respect to the context of sitation • (register) and with respect to itself (Cohesive). • An analysis of textual structure is done using several types of approach: hierarchical • models of discourse structure (Brimingham school) or generic structure potential. • (See Butler 531)

16. SFG and Pragmatics

17. Criteria of adequacy in SFG • The grammar needs to be explecit, if it is to go on being useful; • it must be able to generate wordings from the most abstract • grammatical categories by some explicit set of inteermediate • steps. (H 1994: xix) • The test of a theory of language, in relation to any • particular purpose, is: • does it go? • does it facilitate the task in hand?

18. Nominal group Nominal group Thing Thing Deictic Deictic Classifier Epithet determiner determiner verb verb noun noun running running a a shoe shoe Functional and class unit ‘A shoe which is running’ ‘A shoe for running’

19. Application of FG • Analysis of texts, spoken or written • Styllictics • Computational linguistics (Matthiessen and Bateman, 1991) • Developmental linguistics and study of socialization • Study of functional variation in language and the relation between language and the context of situation and of culture.

20. Application of FG • As the basis of CDA (Fairclough, 1992) • A number of educational applications: initial literacy (Cope and Kalantzis, 1993), children’s writing, language in secondary education, classroom discourse analysis, teaching of foreign languages, analysis of textbooks, error analysis, teaching of literature and teacher education. • Click sysfling@u.washington.edu.