Presentation on theme: "An overview of Systemic-Functional Linguistics"— Presentation transcript:
1An overview of Systemic-Functional Linguistics By Prof. Mariángeles Salazar
2FUNCTIONALISMThe interest for semantic component, as conceived in Chomsky’s m in their model (Transformational-Generative Grammar), has originated much research in the field of meaning. In this sense, linguistic studies have been placed in a multidisciplinary field where psycholinguistics and sociolinguistics have been very productive in their contributions to an understanding of the reality of human language. Michael Halliday is one of the most relevant authors who have devoted themselves to the study of language from a functional perspective with a strong emphasis on the social aspect.
3FUNCTIONALISM Is the theory underlying systemic-Functional Grammar. Language is a system in which «linguistic elements are viewed and classified according to their function» (Pei and Gaynor, 1980, p.79).Systemic-Functional Linguistics is based on a conceptual framework that is functional rather than formal. «It is functional in the sense that it is design to account for how language is used» ( Halliday, 1985, p. Xiii) It is concerned with the way language is organized in order to fulfill communicative functions in the total linguistic system. Each part is functional with respect to the whole system.
4School of Thoughts Some Basic Tenets Structuralism (Langue & Parole)Generativism (Competence & Performance)Functionalism Linguistic Behavior Potential & Actual Linguistic BehaviorSystemic functional linguistics views language as a form of doing rather than knowing:CAN DO versus DOESL.B.P A.L.P
5Some Basic Tenets Meaning Potential According to Halliday (1976, p.9), the human being has a potential capacity to mean what s/he wants to mean in a certain context, therefore, meaning potential is defined as a set of options and the ability to select appropriately within them.«It is very important for you to write your papers. They will give you the opportunity to learn about a theme and to practice your writing skills»A. L. B
6Some Basic TenetsSITUATIONLANGUAGE FUNCTIONSLANGUAGE SYSTEMS (options)GRAMMATICAL STRUCTURESLanguage: Is a system: a range of options available to the individual (L.B.P) which fulfills social functions and which is reflected in the linguistic structure of actual speech (A.L.B)Will determineWhich will be fulfilled byWhich contain
7Some Basic TenetsCLINES: Scales on which all the points shade into each other-GRAMMATICALITY: Is a continuum rather than a dichotomy grammatical/ungrammatical. Therefore, a scale (a cline) of grammaticality is presented:DELICACY: Determines the degree of detail in the analysis (Morley, 1985, p. 24)UNGRAMMATICALMORE UNUSUALLGRAMMATICALLESS UNUSUALLESS USUAL(UNUSUAL)GRAMMATICAL(USUAL)MORE USUALLESS DELICATE MORE DELICATEBerry, 1977, p.28
8THE GIRLS CLEANED UP THE FLOOR Some Basic TenetsThe scale of delicacy can also be applied to rank:THE BOYS WASHED THE CARTHE GIRLS CLEANED UP THE FLOOREach of these groups, except one, contains two words. This is the simplest segmentation. The highest degree of analysis in this case show that the sentence consists of eleven words.SENTENCE CLAUSE GROUP WORDLess delicate More delicate
9Some Basic TenetsAnother important aspect of Systemic-Functional Linguistic is the view that language has three primary levels: SUBSTANCE, FORM and SITUATION.SUBSTANCE: Is the material of language, the sounds we use when we speak and the symbols when we write. It can be divided into PHONIC substance and GRAPHIC substance.FORM: Is concerned with the arrangement of the substance into recognizable and meaningful English patterns. It can be divided into LEXIS and GRAMMARLEXIS: Individual items of language and the patterns in which those items occur.
10Some Basic TenetsGRAMMAR: It has to do with MORPHOLOGY (linguistic items: nouns, verbs, etc.) (classes of ling and SYNTAX (arrangement of patterns in which classes of linguistic items occur)EXAMPLE: A) Betty drives wellB) Maria dances elegantlyThe first item is a proper name, while the second item is a verb and the third term is and adverb: Betty and Maria belong to the same class of item (proper name) as well as drive and dances (verb), and well and elegantly (adverb). Betty drives well has the same grammatical pattern as Maria dances elegantly. This grammatical pattern is a common one in English: a member of the proper name class of item is followed by a member of the verb class of item and an adverb in final position.The fact that two utterances are grammatically equivalent does not mean that they are also lexically equivalent.
11SUGGESTED ACTIVITYExamine the following pairs of utterances. For each of them, identify differences and /or similarities in FORM: Are the two groups grammatically different/same? Are they lexically different/ same? Can you identify any uncommon collocation?a) The pregnant lady/ The pregnant table.b) The man slept/ The sleeping manc) The girl pretty/ The pretty girld) The icy sun / The burning sun
12Some Basic TenetsSITUATION: The situation in which a stretch of language is used. It can be divided into:THESIS: Is what is being talk aboutINMMEDIATE SITUATION: Is precisely the situation in which an utterance is actually used.WIDER SITUATION: Includes anything in the past experience of the speaker or writer which leads him to choose that particular utterance and to formulate it in the way that he does.
13SUGGESTED ACTIVITYProvide suitable immediate and wider situations for the following utterances. Feel free to use your imagination.a) Oh, that crying babyb) May I have some coffee before we start?c) You’d better go to the doctord) What? Right now? Great! See you there!
14SUGGESTED ACTIVITYStudy the following pairs utterances. Which interlevel is acting between substance and form in each case? Phonology? Graphology? Both?a) She is leaving tomorrow.Is she leaving tomorrow?b) Their progress was remarkableThey progress remarkablyc) The prophecy was accurateThey are able to prophecy accuratelyd) Form/fork; Like/bike; bet /vet
15Some Basic TenetsCONTEXT: Is the interlevel which links form and situation. It is concerned with the relationships between form: lexical items, word classes and patterns, on the other hand, and the situation: thesis, immediate and wider situation, on the other. Such functions are explained below:The relationship between the elements is known as MEANING.Context also links the elements of lexis and the elements of the immediate situation. i.e. Cigarette and fag.
16Some Basic TenetsContext also links the elements grammar and immediate situation. i.e. a) bring the book. B) Would you bring the book? Same thesis, different immediate situation.The relationship between grammar and the wider situation. i.e. he’s a good lad is Ross (North of England)
17SUGGESTED ACTIVITYA. think of any situation that requires language use and specify the meaning potential associated with it, as well as the possible options of actual linguistic behavior.Give explanations of the use of the terms systemic and functional to describe this trend of linguistics.The English system of tense is:TENSE: PRESENT-PAST-FUTUREUsing the scale of delicacy, what other segmentations are possible?
18SUGGESTED ACTIVITYExamine and describe form in the following utterances:The hard cottonThe house hugeThe man works hard/ the hard working manThe sun gleamed brightly/ The sun's bright gleamA black girl/ A black BlondieHow are substance and form linked in the following pairs of utterances?Hi./hiThing/ singYou do!/ Do you?Those are his new devices/ He devices a new plan every week.
19SUGGESTED ACTIVITYWhat kind of relationship is context concerned within the following pairs of utterances?Nice to meet you/ How do you do?Hi, doc./ Good morning doctor.Pick me up at six. / Will you pick me up at six?