We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byLuke McGarry
Modified about 1 year ago
L LS Liliek Soepriatmadji©2008 Element underlying FG
LS Liliek Soepriatmadji© Objectives: elements underlying FG know why you learn functional grammar understand the relation between text and context understand how language is realized in its levels explain the function of language ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Elements Underlying FG Context: Language changes according to different situations: Ideational/experiential meaning Interpersonal meaning Textual meaning Drive to change intuitive knowledge to linguistic knowledge of FG E1E1, E2, E3, E4, clue,E2E3E4clue context ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Clues to discussing context What activity is taking place? Who is speaking? Who is being spoken to? What sort of social distance is there between them? Is the relationship between them equal or unequal? Are any items in the expression positively or negatively appraised? What are the appraisal motifs? Do we know where the activity is taking place? Is the expression interactive or not? How could we summarize the main tone or thrust of the text? Is the expression originally spoken or written? Does language constitute the whole of the activity or is it helping some other activity along? E1E1, E2, E3, E4, clue,E2E3E4clue context ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Expression 1: what is the context like? “You’re interesting to me. I’d like to get to know you better, and we can see where this goes.” E1E1, E2, E3, E4, clue,E2E3E4clue context
LS Liliek Soepriatmadji©2008 Expression 2: what is the context like? Thanks a lot for your site. It helped me with my homework. I am from Australia and I am in 3 rd grade but right now I am living in France. E1E1, E2, E3, E4, clue,E2E3E4clue context
LS Liliek Soepriatmadji©2008 Expression 3: what is the context like? SHUT UP!! I am fed up! E1E1, E2, E3, E4, clue,E2E3E4clue context
LS Liliek Soepriatmadji©2008 Expression 4: what is the context like? Perhaps one of the most interesting words in the English language today is the word fuck. It is a magical English word that begins with the letter f and can describe a situation such as fraud, trouble, aggression, difficulty, inquiry, dissatisfaction, incompetence, pain, pleasure, hate, and love. Look at these examples: I got fuck with that used car a lot; I guess I am really fucked now; Don’t fuck with me buddy; I don’t understand this fucking question; What’s the fuck with that? I don’t like with the fuck going on here; He’s a fucker. Fuck is derived from a German word FRICHEN which means to strike. In English the word fuck falls in dramatic grammatical categories. As a transitive verb, for instance, John fucked Chirly. As an intransitive verb Chirly fucks. Its meaning is not always sexual. It can be used as an adjective, John’s doing all the fucking work; as part of an adverb, Chirly talked too fucking much; as an adverb enhancing an adjective, Chirly is fucking beautiful; as a noun I don’t need a fuck. So you can use this flexible word more often in your daily speech. Say it loudly and proudly FUCK YOU. E1E1, E2, E3, E4, clue,E2E3E4clue context
LS Liliek Soepriatmadji©2008 Figure: text in contexttext ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Text A text is a functional language (Halliday and Hasan 1985) texture—the way the meaning in the text fit coherently with each other and structure CONTEXT OF CULTURE CONTEXT OF CULTURE CONTEXT OF SITUATION CONTEXT OF SITUATION Illustration text1Illustration text1, Illustration text2Illustration text2 Figure ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Illustration text one emaké illustration text1illustration text1, illustration text2, text, figureillustration text2textfigure
LS Liliek Soepriatmadji©2008 Illustration text two work in pairs, search in different places, and report to me every hour, do it, dismiss. illustration text1illustration text1, illustration text2, text, figureillustration text2textfigure
LS Liliek Soepriatmadji©2008 Context of culture Genre Class of communicative events, the members of which share some set of communicative purposes FigureFigure, TextText
LS Liliek Soepriatmadji©2008 Context of situation Within the context of culture, speakers and writers use language in different contexts of situation: FIELD, TENOR, MODE OF THE DISCOURSE. Figure1Figure1, Figure2, TextFigure2Text
LS Liliek Soepriatmadji©2008 Figure: context of situationcontext of situation
LS Liliek Soepriatmadji©2008 Function of language METAFUNCTIONS To talk about what is happening, what will happen, and what has happened To interact and/or to express a point of view To turn the output of the previous two functions into a coherent whole Halliday (1994): IDEATIONAL METAFUNCTION uses language to represent experience. This indicates the ideational/ experiential meaning. INTERPERSONAL METAFUNCTION uses language to encode interaction and thus expresses interpersonal meaning. TEXTUAL METAFUNCTION uses language to organize our experiential and interpersonal meanings into a coherent spoken or written language. ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Spoken and written language Spoken language: Written language: turn-taking organization monologic organization context dependent context independent dynamic structure synoptic structure -interactive staging -rhetorical staging -open-ended -closed, finite spontaneity phenomena“final draft” (polished) (false start, hesitations, indications of earlier drafts interruptions, overlap, removed incomplete clauses) everyday lexis“prestige” lexis non-standard grammar standard grammar grammatical complexity grammatical simplicity Lexically sparse Lexically dense ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Levels of language ObjectiveObjective, Element FG, Discussing context, Text, Functions of L, Spoken-written L, L levelsElement FGDiscussing contextTextFunctions of LSpoken-written LL levels
LS Liliek Soepriatmadji©2008 Assignment In order to be able to linguistically (not just intuitively) respond to issues of language use, what do you have to learn ? In what way are ‘context’ and ‘ text’ interrelated ? What are the three main functions of language? How can you differentiate ‘spoken text’ from ‘written text’? There are three contexts of situation. What are they? To which context of situation does the ideational meaning belong? To which context of situation does the interpersonal meaning belong? To which context of situation does the textual meaning belong? There are three levels of language. What are they? Explain each. To which level does a text belong?
LS Liliek Soepriatmadji©2008 THANK YOU
Why study grammar? Knowledge of grammar facilitates language learning It helps understand texts in English Language takes place in CONTEXT The meanings.
Prof Cecilia Montorsi UNIT 1 SOME BASIC CONCEPTS BASED ON LOCK, Graham. Functional English Grammar. USA. CUP Pp 1-11.
Differences between Spoken and Written Discourse Source: Paltridge, p.p
L LS Liliek Soepriatmadji©2008 SFG LS Liliek Soepriatmadji© Objective: SFG know what systemic functional grammar is know what constituent.
Communication happens in a context. –All meaning is situated. –In the context of a situation –In the context of a culture.
Differences between Spoken and Written Discourse Lecture 3: Source: Paltridge, p.p
Spoken and Written Language Written language is not simply speech written down. They are different because they evolve to serve different functions. Early.
HYMES (1964) He developed the concept that culture, language and social context are clearly interrelated and strongly rejected the idea of viewing language.
Some Linguistic Tools. Each lexical category (nouns, verbs, adjectives, adverbs etc.) does not function by itself, but only in relation to others in.
Topic and the Representation of Discourse Content.
Experience sharing of the Language and Literacy course MADAM LAU KAM LUNG SECONDARY SCHOOL OF MIU FAT BUDDHIST MONASTERY CHOW LI YUK WAN JULIA CHAN KIT.
What is discourse analysis? B. Paltridge Discourse Analysis. Continuum.
The Meaning and Function of the English Intonation Systems Ken-ichi Kadooka Ryukoku University Kyoto, Japan.
Discourse Analysis ENGL4339 Dr. Mosheer Amer September 2015.
Genre and cultural purpose We recognize a genre when a text does something with language that we’re familiar with. Very often we are able state what kind.
Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.
Psycholinguistics 09 Conversational Interaction. Conversation is a complex process of language use and a special form of social interaction with its own.
Discourse 2 – Multi-speaker interaction LO: to understand key features of conversational analysis and be able to analyse spoken texts Starter: imagine.
GRAMMAR: PARTS OF SPEECH INTRODUCTION VIRGINIA STANDARDS OF LEARNING PRESENTED IN THIS LESSON English SOL: –7.9(b) The student will demonstrate understanding.
Objectives To be able to accurately identify G.A.P., including multiple audiences and/or purposes To be able to recognise key linguistic features in texts.
Teaching Productive Skills Which ones are they? Writing… and… Speaking They have similarities and Differences.
SPOKEN DISCOURSE Syntactic Complexity and Cohesion.
Functional Grammar – by and for teachers Dr Liz Walker HKIEd English Department 1.
Defining Discourse. What is Discourse? Consider the following definitions of discourse: 1.Discourse is language above the sentence or above the clause.
Discourse and genre. What is a genre? A staged, goal-oriented, purposeful activity in which speakers engage as members of our culture (Martin, 1984: 25)
Mabel Ortiz N.. Discourse analysis 1. What is discourse? It is written or spoken _______. A. Words B. Sentences C. Paragraphs D. Communication What is.
SPEECH AND WRITING. Spoken language and speech communication In a normal speech communication a speaker tries to influence on a listener by making him:
Discourse and Genre. What is Genre? Genre – is an activity that people engage in through the use of language. Two types of genre 1. Spoken genres – academic.
Do you suffer from judgement creep? A group moderation session will soon put you right!
Three kinds of meaning. Metafunctions Experiential Interpersonal Textual 2.
S entence-Utterance-Proposition. Set of words combined together by the grammatical rules of a language that expresses a complete thought, question, exclamation,
II. LANGUAGE AND COMMUNICATION DOMAIN I can answer questions and talk with my teacher and friends. I can follow directions. Listening Comprehension Skill.
Mapping our language programmes Vicky Wright Centre for Language Study
Gerund is the –ing form of a verb used as a noun. To form gerunds, use the base form + ing Example : I enjoy learning English To form negative gerunds,
Types of questions. To ask a question in English you must usually use one of the auxiliary verbs (be, do, have) or a modal verb such as can, will, may.
Model Performance Indicators. Key Questions about Model Performance Indicators What are they? What do they look like? Why are they important? How do teachers.
Year 12 ENGLISH LANGUAGE. “The language that we use is a reflection of the society we live in. Language expresses the underlying cultural values and.
Towards a Language-Based Theory of Learning 2008/11/05 Seminar in Language Use Professor Steve L. Thorne Sungwoo Kim (Applied Linguistics) By M.A.K. HALLIDAY.
Course Objectives After successfully completing this course, you will be able to Identify the characteristics of critical thinking Apply critical thinking.
In the Community. Identifying Paragraph and Whole Reading Topics Conclusion or Summary of the Main Idea Illustration # 3 of the Reading ‘s Main Idea Illustration.
The role of interpersonal language in CLIL Ana Llinares ConCLIL Project seminar Jyväskylä, 3rd February.
On Scoring Guides everything you were afraid to ask PART TWO.
Rhee Dong Gun. Chapter The speaking process The differences between spoken and written language Speaking skills Speaking in the classroom Feedback.
Communicative Language Ability. Communicative language ability includes the competence of language and the capacity for implementing this competence.
GGGE6533 LANGUAGE LEARNING STRATEGY INSTRUCTION SUCCESSFUL ENGLISH LANGUAGE LEARNING INVENTORY (SELL-IN) FINDINGS & IMPLICATIONS PREPARED BY: ZULAIKHA.
Review for Unit I Test. Basic Recall When there is a question of basic recall, go back and find it in the story. Text evidence beats your memory any.
Enhance Your Curriculum with Performance Based Assessments! Amy Ficarello - Amy Ficarello -
Screen 1 of 19 Reporting Food Security Information Writing Effective Reports Learning Objectives At the end of this lesson you will be able to: understand.
Sentence Types and Functions A Simple Presentation!
© 2017 SlidePlayer.com Inc. All rights reserved.