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Functional Grammar Khalid
Functional Grammar Khalid
Table of Contents
FUNCTIONAL GRAMMAR..................................................................................3
Conceptual Framework...............................................................................................3
CLAUSE AS A MESSAGE.....................................................................................4
Thematic Equatives..............................................................................................5
Types of processes....................................................................................................7
Behavioral process...............................................................................................7
Process Carrier.....................................................................................................8
Behavioral processes............................................................................................8
Reference.......................................................................................................................9
Halliday’s Concept of Functional Grammar 3
FUNCTIONAL GRAMMAR
Conceptual Framework
Example 1.
Traditional grammar
His good friend wrote this book in America.
Pron. Adj. N. V. Pron. N. Prep. N.
Functional grammar
His good friend wrote this book in America.
Nominal group Verbal group Prepositional group
Halliday’s Concept of Functional Grammar 4
Example 2.
Traditional grammar
This bridge was built before the 19th century.
Subject Predicator Adverbial
Functional grammar
This bridge was built before the 19th century.
Theme Rheme
Functional grammar
This bridge was built before the 19th century.
Goal Process Circumstance
CLAUSE AS A MESSAGE
A clause is a unit wherein three implications are joined to create a solitary phrasing.
We'll begin taking a gander at them by the implying that gives the proviso its message
character: topical construction. In the entirety of language's provisos establish messages and
make themselves unmistakable as such by giving particular status to the topical construction.
In English this is accomplished through word request: it is set first and, following the
phrasing of the Prague School, we call it Theme. It is the beginning stage for messages, and
the remainder of the message is utilized to foster it, this is the thing that we call Rhyme.
Provision, in this manner, comprises of Theme and Rheme.Themes set the scene for the
clause and position it in relation to the text. The speaker, then, selects the desired Theme
depending on his or her preference (+ indicates the boundary between Theme and Rhyme):
The duke + has given my aunt that teapot
My aunt + has been given that teapot by the duke
That teapot + the duke has given to my aunt Of course; a Theme must not necessarily
consist of a nominal group. As a kick-off, we may say the Theme is the first group with a
Halliday’s Concept of Functional Grammar 5
function in the structure of the clause, and that the most common one is that of a participant
realized by a nominal group. Sometimes these are focused on by announcing them with a
formula like
about as for or about. Themes may also be marked through intonation when they’re
realized by adverbial groups, or when the nominal group is not the object, or any time when
word order is unexpected.
Thematic Equatives
So far, we made two assumptions: themes comprise of only one structural element,
and that element is represented by just one unit or group. Structural elements can be formed
with a complex of two or more groups like:
The Walrus and the Carpenter + were walking close at hand
On the ground or in the air + small creatures live and breathe Still; these Themes are
simple because they constitute a single element in the clause. There is a special thematic
resource whereby different structures are grouped into one Theme +Rhyme structure:
thematic equatives. In these, all elements of the clause are grouped into two constituents,
linked by an 'equals sign' realized by verb be:
What the duke gave to my aunt was that teapot.
The one who gave my aunt that teapot |was the duke the first example represents the
feature of nominalization; a group of elements is made to functions a nominal group in the
clause. In the examples, nominalizations act as Themes. As usual in language, there is also a
marked form in which nominalization goes last and becomes Rhyme:
That is the one I like
Determines the elements typically chosen as Theme in English clauses. Clauses can
beimperative or indicative in mood; the latter can be declarative or interrogative, and these
yes/no-interrogatives or WH-interrogatives
Halliday’s Concept of Functional Grammar 6
The typical pattern is a Theme = Subject structure: the unmarked Theme. Most often
this is realized by personal pronoun
I; then come the rest of pronouns you, we, he, she, it
And they; the most usual after that are impersonal pronouns it and there; last come
other nominal groups with common or proper nouns as head, and nominalizations. A Theme,
which is not subject we, call marked Theme: adverbial groups, prepositional phrases (Today,
at night...) or any elements functioning as Adjunct. The most marked Theme in declaratives
is a Complement: a nominal element which could have, but has not, been selected as subject,
and that has been fore grounded to Theme position: This responsibility we accept wholly that
I could do without a special case of thematic structure is that of exclamative, they normally
have a WH-element as Theme:
How dreadful she sounds!
Kinds of processes
Behavioral process
they express the notion that some participant (called actor) does something (may be to
some other entity, called goal). Verbs of action like run, kick, climb, spring, etc. are used.
Material process Participant Process Participant The post kicked the boy Example (no goal)
resigned the mayor Example Goal (optional) Material process Actor
In these clauses a relation is being set up between two separate entities. Relational
clauses construe being and do this in two different modes, attribution, and identification.
Halliday’s Concept of Functional Grammar 8
These two types of this process have different sets of participant’s roles :( 1) attributive
clauses with Carrier attribute, and (2) identifying clauses Attributive clauses complete
nonsense. Timid creatures wise tall a poet sounds are your story Mice Sarah My brother Ali
Attribute
Process Carrier
Behavioral processes
physiological and psychological, verbal, and mental behavior. They are expressed by
verbs such as cough, yawn smile, breathe, faint, sleep,
look,watch,stare,listen,think,worry,dream,sing ,dance, lie(down).sit up/down.
chatter,grumble,talk,cry ,laugh, smile,frown,sing ,snarl, whine. As distinct from other groups,
only one participant is required, the person doing the laughing, smiling and coughing or
yawning. This participant is termed the Behavioral conscious being like the SENSOR, but the
process is more like one of “doing”. Participant Process participant laughed They Example
frowned He Example Behavioral Process Behavior.
This is a large category that not only includes not only the different modes of saying
asking, commanding, offering, stating) but also semiotic processes that are not necessarily
verbal (showing, indicating), as in His face tells stories untold. The central participant is the
SAYER. The VERBIAGE is what is said, and TARGET or RECEIVER is the person it is
said to Verbal process Willie He Sayer it said Example a story me told Example verbiage
Receiver in Verbal process.
Halliday’s Concept of Functional Grammar 9
Reference