HALLIDAY’S 

CONCEPT OF FUNCTIONAL GRAMMAR 1

Halliday’s Concept of Functional Grammar

Muhammad Khalid Mehmood

Department of English Linguistic, The Islamia University Bahawalpur

ENG-33102-34268: Descriptive Linguistics

Dr. Saeed Ahamad

July 31, 2021

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Table of Contents
FUNCTIONAL GRAMMAR..................................................................................3

Conceptual Framework...............................................................................................3
CLAUSE AS A MESSAGE.....................................................................................4

Theme and Rhyme...............................................................................................4

Thematic Equatives..............................................................................................5

Theme and Mood..................................................................................................5

Theme in declarative clauses...............................................................................6

Theme in interrogative clauses...........................................................................6

Textual, interpersonal, and topical themes........................................................6

Clause as Representation in Functional Grammar...............................................6

Types of processes....................................................................................................7

Behavioral process...............................................................................................7

Material Processes (processes of doing).............................................................7

Mental processes of perception, affection, cognition (thinking, knowing)......7

Relational processes (being and having)............................................................7

Process Carrier.....................................................................................................8

Behavioral processes............................................................................................8

Verbal processes (processes of saying)...............................................................8

Reference.......................................................................................................................9
 Halliday’s Concept of Functional Grammar 3

Halliday’s Concept Of Functional Grammar

FUNCTIONAL GRAMMAR

Functional grammar structure, a language model conceived by Michael Halliday

during the 1960s, while still new to most EFL educators, has aroused extraordinary interest
for specialists. In spite of debates about its application into study hall instructing, (e.g., an
excessive number of ideas and terms) useful punctuation is acquiring fame in schools and is
useful for EFL understudies to make progress. In the field of language instructing, practical
sentence structure has more applications to talking and composing. The primary explanation
is that practical sentence structure fills the informative need of EFL understudies' learning the
English language and gives the chance to EFL understudies to perceive the semantic
highlights of the language, which they need to learn for progress at school (Schleppegrell,
2004).

Functional grammar, centered on systemic linguistics, emphasizes the way spoken

and written language function in different social situations. In particular, it is very useful in
showing how texts work beyond the level of the sentence, how different texts are structured,
and how language varies to suit the purpose of the users. It takes on a descriptive approach
and focuses on groups of words that function to make meanings.

Conceptual Framework

In his classic book An Introduction to Functional Grammar, Halliday (1994) points

out that functional grammar is so-called because its conceptual framework is a functional one
rather than a formal one. It is functional in three distinct senses: in its interpretation (1) of
texts, (2) of the system, and (3) of the elements of linguistic structures.

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

Theme and Rhyme

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 

A thematic equative (or pseudo-cleft) is a clause with a thematic nominalization in it

and expresses the Theme-Rhyme structure so as the Theme can consist of any set of
elements. It identifies (specifies) what the Theme is and identifies (equates) it with the
Rhyme.

Theme and Mood

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

Theme in declarative clauses

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!

Theme in interrogative clauses

The typical function of interrogatives is requesting information, either through the

indication of polarity 'yes/no’ or expecting the hearer to come back with some piece of
information depending on the thematic element chosen: Who Means the speaker expects to
hear a person's name, when a point in time, and so on. This mechanism has become part of
the English language system: Who + wants a glass of white wine? Where + did you get that
from?

Textual, interpersonal, and topical themes

The clause construes an expression of human experience: processes, participants, and

circumstances. Themes contain one and only one of these elements, so the Theme of a clause
ends with the first constituent belonging to those categories, which is called topical Theme.
There may be other elements in the clause preceding the topical Theme which, in any case,
play no experiential role, and normally no more than one or two of them occur. To illustrate
multiple themes with several elements we’ll use an example:
“Well but then surely Jean wouldn’t the best idea be to join in.
 Halliday’s Concept of Functional Grammar 7

Clause as Representation in Functional Grammar

According to Halliday A language evolves in response to the specific demands of the

society in which it is used the nature of language is closely related to the functions it has to
serve” “It reflects aspects of the situation in which it occurs” Representation of human
experience we use language as an instrument of thought or to conceptualize or representation
the experiential or real world to ourselves, including the inner world of our own
consciousness. Therefore, another name for clause as representation is clause as experiential
construct Halliday terms this aspect as the ideational function of language.

Kinds of processes

Behavioral process

1. Material process 2. Mental Process (Verbal process Existential process)

3.Relational process

Material Processes (processes of doing)

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

Mental processes of perception, affection, cognition (thinking, knowing)

These are expressed by verbs of feeling, perceiving and thinking such as

like,hate,love,know,think and understand Here, participants have different names of Sensor
(the conscious being animate or inanimate that is feeling, thinking or seeing) and
Phenomenon(that which is sensed or felt) Mental process the king Can recognize I Example
Participant Process Participant The gift liked Mary Example (Implied phenomenon) knows
Jim Example Phenomenon Mental process Sensor.

Relational processes (being and having).

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

Attributive and Identifying modes in attributive mode we ascribe some quality to

some entity, and it means that entity is a member of the class having that quality. Ali is a
poet. Poet is the name of a class. So, Ali is a member of the class of poets. 1. My brother is
tall. My brother (carrier-member) is tall (attribute=class) My brother belongs to the class of
people who are tall. It implies that there are other tall people besides. My brother is the tallest
one in the family. My brother (identified) is the tallest one in the picture (identifier).

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.

Verbal processes (processes of saying).

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

M.A.K.Halliday. (2014). Halliday,s introduction to functional grammar. USA:

Routledge.