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Systemic Functional Grammar

This document discusses the principles of systemic functional grammar, including that it views language as a social process, offers grammatical structures and systems of choices applicable to real-life contexts, and encompasses phonology, semantics, morphology, syntax and lexicon. Key aspects of SFG are also defined, such as context, genre, register, and the ideational, interpersonal and textual functions of language. Examples are provided to illustrate field, tenor and mode.

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Janice Sapin Lpt
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356 views16 pages

Systemic Functional Grammar

This document discusses the principles of systemic functional grammar, including that it views language as a social process, offers grammatical structures and systems of choices applicable to real-life contexts, and encompasses phonology, semantics, morphology, syntax and lexicon. Key aspects of SFG are also defined, such as context, genre, register, and the ideational, interpersonal and textual functions of language. Examples are provided to illustrate field, tenor and mode.

Uploaded by

Janice Sapin Lpt
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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GUIDE QUESTIONS

• Should we still teach grammar?


• What are the grammar needs of our students?
• How should we teach grammar?
Systemic Functional
Grammar
is a linguistic theory that sees language as a social process that
contributes to the realization of different social contexts
(Schleppegrell, 2004, p.45)
Definition of SFL / SFG
by Azhrian Abdurrahman (2018)

SYSTEMIC FUNCTIONAL GRAMMAR


• It offers • Applicable in real • encompasses
phonology, semantics,
structures life morphology, syntax,
• Systems of • Meaning‘-focused and lexicon (Educational
Department of Western Australia,
choices 1997, p.1)

• is a guideline which
contains a set of rules
that governs us about
language usage
Michael A.K.
Halliday
British-Australian linguist
Developed SFL in the 1980s
A framework to look at language
as a strategic, meaning making
resource
How people use language in
different contexts
CONTEXT
CONTEXT OF CONTEXT OF
CULTURE SITUATION

GENRES REGISTER
Definitions of GENRE
by Khany & Tazik (2010)

• REPRESENTS A COMMUNICATIVE EVENT


CHARACTERIZED BY A SET OF
COMMUNICATIVE PURPOSE
• IDENTIFIED AND MUTUALLY UNDERSTOOD
BY MEMBERS OF THE PROFESSIONAL OR
ACADEMIC COMMUNITY IN WHICH IT
REGULARLY OCCURS
REGISTER
FIELD TENOR MODE

PROCESSES
MODALITY WRITTEN
PARTICIPANTS
CIRCUMSTANCES MOOD SPOKEN

WHAT PARTICIPANT MEDIUM OF TEXT


REGISTER
FIELD TENOR MODE

PROCESSES
MODALITY WRITTEN
PARTICIPANTS
CIRCUMSTANCES MOOD SPOKEN

WHAT PARTICIPANT MEDIUM OF TEXT

COOKING EXPERT / LEARNER WRITTEN


METALANGUAUGE
(language about language)
IDEATIONAL INTERPERSONAL TEXTUAL
What the What is taking part How the
communication is in the active communication is
about? communication? taking place?

TOPIC PERSON MEDIUM


(F) (T) (M)
FIELD (PRESENTING IDEAS)
as suggested by Desmeules (2016)

• NOUN PHRASES/ NOMINAL GROUPD (PARTICIPANTS)


• VERBS (PROCESS/ TYPES)
• PREPOSITIONAL PHRASES, ADVERBIAL ADJUNCTS, AND OTHER
RESOURCES FOR INFORMATION ABOUT TIME, MANNER, ETC.
(CIRCUMSTANCES)
• RESOURCES FOR MAKING LOGICAL RELATIONSHIPS
TENOR (TAKING A STANCE)
as suggested by Desmeules (2016)

• MOOD (STATEMENTS, QUESTIONS, DEMANDS)


• MODALITY (MODAL VERBS AND ADVERBS)
• INTONATION
• OTHER RESOURCES FOR EVALUATIVE AND ATTITUDINAL
MEANING (E.G., RESOURCES FOR APPRAISAL)
MODE (STRUCTURING A TEXT)
as suggested by Desmeules (2016)

• COHESIVE DEVICES, INCLUDING CONJUNCTIONS AND


CONNECTORS
• CLAUSE-COMBINING STRATEGIES
• THEMATIC ORGANIZATION
EXAMPLE: READING
• WHO wrote the text?
• WHEN was it written? WHAT is the situation (political/social/economic)?
• WHERE was it written? WHAT is the impact of setting?
• WHY was it written? WHAT is the author’s motive?
• WHAT kind of text is it? (article, newspaper, book, poem, play, lyric)
EXAMPLE: MACBETH
as suggested by Desmeules (2016)

• William Shakespeare
• 1606, Renaissance, James 1
• London
• Fame, money
• Published after his death
• Not modern English
• Loosely based on historical figures
• Performed at Globe Theatre
EXAMPLE: WRITING
What interests you?
What topic do you fully understand?
What topic can you strongly relate with?
What topic are you confident writing about using your mother tongue?
EXAMPLE: WRITING
• Family members
• Pet
• Sports
• Hobbies

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