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Exploring Functional Grammar in Language Teaching

Gain insight into the systemic functional grammar, levels of analysis, organization of grammar, and classes of units in language teaching. Understand how grammar contributes to language learning.

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Exploring Functional Grammar in Language Teaching

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  1. UNIT 1 SOME BASIC CONCEPTS BASED ON LOCK, Graham. FunctionalEnglishGrammar. USA. CUP. 1996. Pp 1-11 prof Cecilia Montorsi

  2. FUNCTIONAL GRAMMAR • LANGUAGE = System of communication.The study of how language is organized to make and exchange meanings  appropriate vs. inappropriate forms for a communicative purpose in a particular context. • MAIN CONCERN= the functions of structures and their constituents and their meanings in context. • MATERIAL USED= Authentic texts. • FORMAL GRAMMAR • LANGUAGE = set of rules which specify all the possible grammatical structures. • Grammatical =/= Ungrammatical sentences • MAIN CONCERN = the forms of the grammatical structure and their relationship to one another rather than with their meanings or uses in different contexts • MATERIAL USED= sentences made up to illustrate different grammatical rules prof Cecilia Montorsi

  3. FUNCTIONAL GRAMMAR AND LANGUAGE TEACHING Why do most learners study a language? Most learners study a language to acquire the ability to communicate with other speakers or writers of the language. How can grammar contribute to language learning? Grammar needs not only to lay out the forms and structures of the language, but also to show what they are for and how they are used. SYSTEMIC FUNCTIONAL GRAMMAR prof Cecilia Montorsi

  4. SYSTEMIC FUNCTIONAL GRAMMAR • As said before, its primary aim is to understand how the grammar of a language serves as a resource for making and exchanging meanings. • It is, therefore, likely to have useful things to say to language learners and teachers. • the theoretical and analytical framework adopted in this course, as well as much of the terminology, is drawn from the work of M.A.K. Halliday, who has had great influence on mother tongue and second language education. prof Cecilia Montorsi

  5. LEVELS OF ANALYSIS PHONOLOGY (sound system) LEXIS (words of the language) SEMANTICS (systems of meaning) LANGUAGE GRAMMAR SYNTAX(arrangement of words) MORPHOLOGY (internalstructure of words) Lexico-grammar prof Cecilia Montorsi

  6. THE ORGANIZATION OF GRAMMAR RANK differentlevels of organizationwithingrammar CLASS differentclasses of units prof Cecilia Montorsi

  7. RANK Different levels of organization within Grammar  Hierarchy sentence She’s great fun but her husband is rather dull. She’s great fun her husband is rather dull. clauses She great fun her husband is rather dull. great fun her is dull. groups words prof Cecilia Montorsi

  8. The Rank Scale S E N T E N C E C L A U S E . G R O U P / P H R A S E W O R D . prof Cecilia Montorsi

  9. Therelationshipbetweentheunitsis as follows:eachunitconsists of oneor more units of therankbelowit. prof Cecilia Montorsi

  10. CLASS CLASSES OF UNITS • CLASSES OF WORDS:nouns, adjectives, adverbs, verbs. • CLASSES OF GROUPS: noungroups, adjectivegroups, adverbgroups, verbgroups. • CLASSES OF CLAUSES: independent and dependent; finite and non-finite; elliptical and non-elliptical; embedded; etc. prof Cecilia Montorsi

  11. WORDS: EXAMPLES NOUNS BEAUTY STUDENTS GOVERNMENT ADJECTIVES BEAUTIFUL GOOD HEAVY ADVERBS BEAUTIFULLY WELL NEVERTHELESS VERBS WORK BE SMILE prof Cecilia Montorsi

  12. GROUPS – PHRASES: EXAMPLES THISCONSTITUTESTHEMOSTDIFFICULTANSWERGIVENBYTHEGOVERNMENT. (NG) THATCHAPTERISVERYINTERESTINGTOSTUDY. (adjG) THEFIREMENCAMEAS QUICKLY AS THEYCOULD . (advG) NEXTWEEK, I WILLHAVEBEENWORKINGHEREFOR 10 YEARS. (VG) THIS ROAD GOESTHROUGHTHEFOREST. (pp) prof Cecilia Montorsi

  13. CLAUSES: EXAMPLES He alwaysgetsangryaboutthestudents, whentheydon’tstudyenough.- (independent – dependent) To get to work easily, you should take the train. (NF - F) Mary was absolutely happy and went celebrating. (elliptical) The answers given by the students have on the whole been very good. (embedding) prof Cecilia Montorsi

  14. MEANING EXPERIENTIAL (IDEATIONAL) Language represents our experience of the world and of the inner world of our feelings and thoughts. It has to do with how we talk about actions, feelings situations, states, etc. TEXTUAL The way in which language is organized in relation to its context. It is important in the creation of coherence in spoken and written text. May be INTERPERSONAL The way we act upon one another through language, how we interact with other people –giving and requesting information, etc- and how we express our judgment and attitudes prof Cecilia Montorsi

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