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Systemic Functional Grammar –Can SFG resolve those myths pedagogic grammar perpetuates?
Chia Suan Chong
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Label the parts in this sentence:
I can’t possibly cover all of Systemic Functional Grammar in half an hour!
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Did you say:I can‘t possibly cover all of SFG in half an
hour.
subject auxiliary modal
adverb verb object adverbial phrase
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But if you used the part of speech ‘verb’, why not:
Parts of speech/ Class label: nouns, verbs, adverbs, determiners etc...do not show the part it plays in a structure.Only functions in pedagogic structures: subjects & objects.
I can‘t possibly
cover all of SFG in half an hour.
pronoun aux modal
adverb verb noun phrase adv phrase
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What is SFG?• Grammar: the organisation of language;• Chomsky: grammar hard-wired into brain;
vsHalliday: Ontogeny recapitulates phylogeny; language acquisition is an interplay between nature & nurture;
• Learning a language is learning how to mean (Halliday, 1975); a child learns structures that reflect the functions required to serve his/her life.
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What, then, are the functions of language?
Halliday’s 3 metafunctions
• Interpersonal metafunction
• Textual metafunction
• Experiential metafunction
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1. Interpersonal Metafunction: The Clause as Exchange
DeclarativesCoursebook grammar
can confuse students.
subject finite predicator complement
Mood Residue
Students could have been confused.
subject ‘past’ finite predicator complement
Mood Residue
Coursebooks do not use functional labels.
subject ‘negative’ finite
predicator complement
Mood Residue
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Interrogatives
Question tags/Mood tags
Imperatives
Can we find a solution?
finite subject predicator complement
Mood Residue
SFG can inform our teaching can’t it?
subject finite predicate
complement finite subject
Mood Residue Mood Tag
Think about it!
No finite No subject predicator complement
Mood Residue
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• The subject carries the responsibility for the validity of the clause.
• The finite carries the validity of the proposition.
• Together, the subject and the finite (the mood) represent the point of view of the speaker while the residue carries the actual content.
• Manipulating the mood enables us to indicate polarity (negative or positive), indicate time, indicate modality,make interrogatives and imperatives,make question tags
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In fact, the finite is the core bandied about in exchanges.
Boss: You didn’t teach the students any real grammar!Chia: Yes, I did!Boss: No, you didn’t!Chia: Did!Boss: Didn’t!
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Understanding the mood element,...
...explains the appearance of the dummy auxiliary ‘do/did’.
The audience looked (did look) at me strangely.
subject ‘past’ finite ‘look’ predicator complement
Mood Residue
Did the audience look at you strangely?
finite subject predicator complement
Mood Residue
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It also explains the different meanings of...
...as in ‘you are not allowed to leave’;
...as in ‘you are allowed not to leave’.
You may not leave this room.
subject ‘negative’ finite predicator complement
Mood Residue
You may not leave this room.
subject finite predicator complement
Mood Residue
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...which perhaps clarifies the difference between...
and...
You must not leave this room.
subject finite predicator complement
Mood Residue
You don ‘t have to leave this room.
subject ‘negative’ finite predicator complement
Mood Residue
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Name these tenses and aspects:I am speaking at the IATEFL conference.I am going to be telling them about SFG.When I decided to submit the proposal, I had
already talked about this subject many times ...at the pub.
I will try not to get carried away with the theory.
I am going to have irritated a few people by the end of this talk because I will have shaken quite a few beliefs about language.
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Using SFG,• We model ourselves into the past, present
or future according to the finite.• The predicate gives the point of event as
seen from that modelled self indicated by the finite.
Thus,I am speaking – present-in-presentI am going to be telling – present-in-futureI had already talked – past-in-pastI am going to have irritated – past-in-futureI will have shaken – past-in-future
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Complete the following with –ing or to-inf.Deny + ______ Agree + ______Enjoy + ______ Hope + ______Imagine + ______ Want + ______and... Remember + ? ; Hate + ? ; Regret
+ ?
Can you find a ‘rule’ that’s useful for students?
Perfective (to-inf): unreal – future, appearance, goal, intentions, proposal;
Imperfective (-ing): real – present, reality, happening, action, proposition.
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Why do we use the passive?
Raymond Murphy probably owns an island in the Caribbean.
The island in the Caribbean is probably owned by Raymond
Murphy.
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2. Textual Metafunction: The Clause as Message
Raymond Murphy probably owns an island in the Caribbean.
Theme Rheme
Given-------------------------------------------------------------------------------New
The island in the Caribbean
is probably owned by Raymond Murphy
Theme Rheme
Given-------------------------------------------------------------------------------New
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What, therefore, is the difference between...
I cancelled the meeting.
I called the meeting off.
And why can’t we say, ‘I called off it’?
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Compare:
I cancelled the meeting
Theme Rheme
Given-----------------------------------------------------New
I cancelled the meeting
Theme Rheme
Given-----------------------------------------------------New
I called the meeting off.
Theme Rheme
Given-----------------------------------------------------New
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‘Today, happen something really strange.’ X
Reformulation: ‘Today, something really strange happened.’
How can we leave ‘something really strange’ in the new position?
What happened today was something really strange.
The thing that happened today was really strange.
Something happened today. It was really strange.
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3. Experiential Metafunction: The Clause as Representation
• Who does what to whom?• The clause represents the content of our
experiences• Grammatical system of transitivity• Different functional labels for
Participants (realised by nominal groups)Processes (realised by verbal groups)Circumstances (realised by prepositional
phrases or adverbials)
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Material processes (doing & happening)e.g. build, chase, write, etc.
I gave the
audiencea bribe during my
talk.
Actor Process:material
Beneficiary Goal Circumstance
I gave a bribe to the audience
during my talk.
Actor Process:material
Goal Beneficiary Circumstance
The audience
was given a bribe during my talk.
Beneficiary Process:material Goal Circumstance
A bribe was given to the audience
during my talk.
Goal Process:material Beneficiary Circumstance
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Mental processes (sensing) Emotion e.g. like, hate, etc. Cognition e.g. imagine, know, etc. Perception e.g. hear, feel, etc. Desideration e.g. want, desire, etc.
I love this audience!
Sensor Process: Mental: Emotion Phenomenon
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Existential processes (introducing)
Relational processes (being & having)
Verbal Processes with projections
The lady in the back row
is gorgeous.
Carrier Process: Relational
Attribute
There is money in my bag for everyone.
Process: Existential
Existent Circumstantial Adjunct
She said, “Your talk is most intriguing!”
Sayer Process: Verbal
Quoting Quoted
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Different process types have different basic unmarked forms. e.g. Unmarked present tense for
material processes is the present-in-presentrelational and mental process is present
simple.
Therefore,
‘I hate theoretical grammars but I’m loving this one.’
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Thank you for listening!
[email protected]: chiasuan