Table of content:

1. Introduction to Systemic Functional Linguistic and Halliday’s

influence:
2. Language as a Semiotic System :
3. Register and Genre:
+ Register analysis: Analyzing language in specific contexts.
+ Genre analysis : identifying recurring patterns in types of discourse
4. Three Metafunctions of Language:
+ Ideational Metafunction
+ Interpersonal Metafunction
+ Textual Metafunction
5. Context of situation:
+ Field, Tenor, and Mode: Analyzing the situational context of
language use
+ Context of culture: Understanding the broader cultural influences
on language
6. Criticism:

1. Introduction to Systemic Functional Linguistic and Halliday’s influence:

1.1. Introduction to Systemic Functional Linguistic

Michael Halliday developed a linguistic theory called Systemic Functional

Linguistics (SFL) in the 1960s and has become a prominent framework for
analyzing language. SFL is often used in analyzing and teaching language, as it
provides a framework for understanding how language works in different
contexts and purposes.

The term "systemic" refers to understanding how language works, the view
of language as a network of systems, or interrelated sets of options for making
meaning.
 The term "functional" shows that the approach is concerned with meaning
and formal grammar and focuses on word classes such as verbs and nouns
without reference beyond the individual clause.

=> In social contexts, SFL concentrates on the functional aspects of language and
serves purposes for communicative functions.

1.2 .Halliday's Influences:

Functional Grammar: Halliday's SFL has promoted the development of

functional grammar because it provides a framework for understanding how
grammatical structures convey meaning and help communicative purposes.

Text Linguistics: In different contexts, SFL has affected the study of text
linguistics by examining, organizing, and functionally adapted for various
purposes.

Educational Linguistics: Halliday's ideas have had an important impact on

language education. SFL has been used to design language curricula and teaching
materials that emphasize the functional aspects of language.

Language and Society: SFL's sociocultural perspective on language has

influenced research on language and society, contributing to the understanding
of how language reflects and shapes social structures and relationships.

=> Systemic Functional Linguistics, with Michael Halliday as its driving force,
has provided a powerful framework for analyzing the functional and social
aspects of language, making it a valuable tool in various fields of linguistics and
language-related disciplines.
2. Language as a Social Semiotic:

In Michael Halliday's Systemic Functional Linguistics (SFL), the concept of

"language as a social semiotics" is an essential idea that supports his theory.
Language is not just a system of abstract symbols or a set of grammatical rules,
but rather a social and cultural resource for meaning-making and
communication. This concept highlights the cultural, social, and meaning-making
aspects of language. It draws attention to the idea that language is not a immobile
system but a dynamic and socially situated tool for communication and
representation.

Halliday emphasizes that language is a tool which people may interact with
others in their social and cultural environments. Language is shaped by society,
and it in turn, shapes society by reflecting and influencing social practices, norms,
and values. Halliday's theory pays attention to the context of language use,
including the social context as who is speaking to who, the field of discourse as
the topic or subject matter, and the tenor of discourse as the social roles and
relationships of participants. Language as a social semiotics extends beyond
written and spoken language to encompass other semiotic systems such as visual
images, gestures, and even music.
3. Register and Genre:
3.1. Register.
Register refers to the variety of language used in a particular context or
situation. It involves analyzing the choices of vocabulary, grammar, and discourse
features that are appropriate and characteristic of a specific social setting.
Register can be classified into three main dimensions: field, tenor, and mode.
➢ Analyzing language in specific contexts.
a. Field: This variable focuses on the subject matter or the topic of
communication. It involves analyzing the specialized vocabulary, technical terms,
and specific language choices related to the field of discourse. The register used
in a scientific research paper would differ from that used in a casual conversation
about sports.
● For example:
Scientific discourse: The language used in scientific research papers will have
a specific field of knowledge, with technical vocabulary and precise terminology.
Sports commentary: The language used by sports commentators will focus on
describing the actions, strategies, and outcomes of the game, using specialized
sports-related vocabulary.
b. Tenor:
 This dimension focuses on the social relationships and roles of the
participants in communication. It involves analyzing the language choices that
reflect power dynamics, formality, or informality between speakers, such as in a
conversation between friends versus a formal business meeting.
● For instance:
Formal business communication: In formal emails or letters, the language
used will be more polite, respectful, and professional, with a focus on maintaining
a formal relationship.
Informal conversation among friends: In casual conversations, the language
used will be more relaxed, informal, and may include slang or colloquial
expressions.
c. Mode: This variable refers to the medium or channel of
communication. It involves analyzing the features of spoken, written, or
multimodal texts.
● For example:
News article: The language used in news articles will be objective,
informative, and structured in a way that presents facts and events in a clear and
concise manner.
Poetry: The language used in poetry will be more creative, expressive, and
may include figurative language, such as metaphors or similes, to evoke emotions
and create imagery.
To analyze registers using SFL and Halliday's model, we would examine
the language choices made in each of these variables (field, tenor, and mode) and
how they contribute to the overall register of the text or discourse. This analysis
helps us understand how language is adapted to suit different social contexts and
purposes of communication.
3.2. Genre
Genre refers to different types or categories of discourse that share similar
characteristics in terms of language choices, structure, and communicative
purposes.
Genre analysis involves examining the social context and purpose of a
particular type of discourse. By identifying recurring patterns in language use, we
can gain insights into the conventions, expectations, and communicative
functions of different genres.
Genres can vary across different contexts and cultures, and they can be
classified based on their communicative purposes, structure, and language
features. Examples of genres include news articles, academic research papers,
advertisements, or legal documents.
➢ Analyzing genre : identifying recurring patterns in types of
discourse.
This is an important aspect of Systemic Functional Linguistics (SFL) and
Halliday's model.
In SFL, genre analysis involves examining the social context and purpose of a
particular type of discourse. Here are some examples:
a. News Genre:
News articles: News articles typically have a specific genre with recognizable
patterns. They often follow a headline, lead paragraph, body paragraphs with
supporting details, and a conclusion. The language used is typically formal,
objective, and informative.
News broadcasts: Examining the language choices, tone, and structure of
news reports on television or radio.
b. Advertising Genre:
Print advertisements: Analyzing the language, visuals, and persuasive
techniques used in print advertisements to promote products or services.
Television commercials: Examining the language, visuals, and narrative
strategies employed in television commercials to attract consumers.
c. Academic Genre:
Academic essays have a specific genre structure, including an introduction,
body paragraphs with arguments and evidence, and a conclusion. The language
used is typically formal, objective, and analytical.
Research papers: Analyzing the language, structure, and argumentation
strategies used in academic research papers across different disciplines.
Conference presentations: Examining the language, visuals, and rhetorical
devices employed in academic conference presentations to communicate
research findings.
 d. Conversational Genre:
Conversations have their own genre characteristics. They often involve turn-
taking, adjacency pairs (question-answer, greeting-response), and informal
language. The purpose is usually to exchange information, establish social
connections, or negotiate meaning.
Casual conversations: Analyzing the language features, turn-taking patterns,
and discourse strategies used in informal conversations among friends or family
members.
Professional meetings: Examining the language choices, agenda-setting, and
interactional patterns in formal meetings within professional settings.
e. Legal Genre:
Legal contracts: Analyzing the language, structure, and legal terminology used
in contracts to establish legal obligations and rights.
Courtroom discourse: Examining the language, argumentation strategies, and
interactional patterns in courtroom proceedings, such as witness testimonies or
lawyer's arguments.
These are just a few examples of genre analysis in SFL and Halliday's model.
By analyzing the genre of a discourse, we can better understand the linguistic
choices and patterns that are typical for that particular type of communication.
This analysis helps us to interpret and produce texts effectively within specific
social contexts.
4. Three Metafunctions of Language:

Michael Halliday states that the development of a language is influenced

by the unique requirements of the society in which it is utilized. The
characteristics of the language are closely connected to the roles and purposes it
fulfills. Within his theory of Systemic Functional Grammar (SFG), Halliday
emphasizes the significance of several fundamental concepts, including the
concept of "metafunction".

While languages vary in how and what they do, and what humans do with
them in the contexts of human cultural practice, all languages are considered to
be shaped and organized in relation to three functions, or metafunctions. Michael
Halliday, the founder of systemic functional linguistics, calls these three functions
the ideational, interpersonal, and textual.

4.1. Ideational Metafunction

In the ideational metafunction of language, according to Halliday, we use

language as an instrument of thought or to conceptualize or represent the
experiential or real world to ourselves, including the inner world of our own
consciousness.

It is possible to distinguish between two sub-components of the ideational

metafunction: the experiential and the logical metafunction.

a. The experiential metafunction

The experiential metafunction construes meaning as distinct, yet

related parts of a whole. It focuses on how language is used to represent and
convey our experiences of the world. This metafunction deals with expressing
actions, events, processes, and states of affairs.

In the experiential metafunction, language is employed to describe and

make sense of the world around us. It enables speakers or writers to
communicate their perceptions, observations, and interpretations of reality.
Through this metafunction, we can convey information about what happens, who
or what is involved, and how these entities interact.

For example, consider the following sentence: "The cat chased the
mouse." In this sentence, the experiential metafunction indicates the action of
chasing performed by the cat and the entity being chased, which is the mouse. By
utilizing language in this way, we are able to describe and conceptualize events
and experiences in our environment.

b. The logical metafunction

The logical metafunction is concerned with the connection between

events and construes meaning in a more abstract way than the experiential
metafunction. This metafunction helps us express cause and effect, compare and
contrast, classify and categorize, and draw conclusions based on evidence.

For example, consider the following sentence: "If it rains, we will stay
indoors." In this sentence, the logical metafunction establishes a conditional
relationship between the occurrence of rain (condition) and the action of staying
indoors (consequence). By utilizing language in this way, we are able to express
logical connections and implications.

4.2. Interpersonal Metafunction

The interpersonal metafunction concerns the interaction between the

producer and the perceiver (of a text).

This metafunction involves expressing our attitudes, intentions, and

desires, as well as negotiating meaning in communication. It encompasses
features such as politeness, requests, commands, agreements, disagreements,
and the overall management of social roles.

For example, consider the following conversations:

Person A: "Could you please pass me the salt?"

Person B: "Sure, here you go."

In this conversation, the interpersonal metafunction is evident as Person

A uses polite language to make a request, and Person B responds with a
cooperative attitude, fulfilling the request. This metafunction enables individuals
to convey their intentions, attitudes, and social roles effectively to create
successful interactions.

4.3. Textual Metafunction

The textual metafunction organizes the resources we use to create

cohesive and context sensitive texts when we choose to exchange a certain
experiential meaning. The textual metafunction is the component that enables
the speaker to organize what he is saying in such a way that it makes sense in the
context and fulfills its function as a message (Halliday 1973: 66). In the textual
metafunction, language serves as a tool for constructing well-structured and
understandable texts. It involves elements such as grammar, syntax, discourse
markers, coherence devices, and text organization strategies.

For example, consider the following paragraph:

"Firstly, we will discuss the main causes of climate change. Secondly, we will
examine its impacts on the environment. Finally, we will propose possible
solutions."

In this paragraph, the textual metafunction is evident as discourse

markers like "firstly," "secondly," and "finally" are used to signal the organization
and sequence of ideas. These cohesive devices help the reader understand the
flow and structure of the text.

The textual metafunction also encompasses grammatical and syntactic

choices that contribute to effective communication. This includes the use of
proper sentence structures, punctuation, paragraphing, and other textual
features that enhance clarity and readability.

5. Field, Tenor, and Mode:

In communication events people are prone to select different language
varieties according to the different purposes they want to reach, the different
partners they talk with and the different channels they employ. The study is
concerned with the employment of Systemic Functional Linguistics(SFL) theory
in analyzing a speech text. The selected text was reconstructed into some clauses
and sentences and subsequently was analyzed in terms of its field, tenor, and
mode.
5.1. Field: Field is also named as “domain” and “province”. Some theorists
hold the view that field of discourse refers to subject matter. For example,
Bell(2001) says “in a very much broader sense, domain refers to ... family,
friendship, education.
For example:
ST: 到徐州见着父亲，看见满院狼藉的东西，又想起祖母，不禁簌簌地流下眼泪
TT: When I met father in Xuzhou, the sight of the disorderly mess in his courtyard
and the thought of grandma
started tears trickling down my cheeks.
In the original text, the inner logical relation among clauses can be shown as 父亲
(father) +满院狼藉 (disorderly mess ) +逝去的祖母 (the thought of grandma) 流
泪 (tears). However, the logical relation in the target text is changed into 满院狼
藉 (disorderly mess ) + 想 起 祖 母 (the thought of grandma) 流 泪 (tears).
Evidently, Zhang’s version can not fully reproduce the original logical relation in
the target text. The author tries to find out a solution which is shown as the
following:
Revisited version:
When I arrived in Xuzhou, the meeting with father, the sight of the disorderly
mess in our courtyard and the thought of grandma started tears trickling down
my cheeks.

Compared with Zhang’s version, the subject is made up of three paralleled

phrases (the meeting with father, the sight
of the disorderly mess in our courtyard and the thought of grandma) which fully
reproduce the logical relation in the ST,
hence represents the emotion in the original text.
5.2. Tenor:
The tenor of discourse is a conception accounting for the social relation
between author\speaker and reader\listener and the relation (formal relation,
imitate relation and casual relation) among the characters in the discourse. The
tenor of discourse can be discussed at four overlapped levels: formality,
politeness, impersonality and acceptability (Bell, 2001).
For example:
ST: 我说道，“爸爸，你走吧”。
TT: I said, “Dad, you might leave now.
This is a conversation between a father and his son. “ 爸爸，你走吧'' is an
imperative sentence, but the tone is not ordering or requesting, but suggesting. It
is not hard for people in Chinese-speaking regions to figure it out, and the
readers naturally understand its connotative meaning. If we translate it as “Dad,
you leave now.” which is an evident imperative sentence, the target readers could
not understand why the son is so impolite to his father because of the change
from suggestion to order. Furthermore, that shift not only spoils the emotion of
missing but also ruins the traditional relationship between father and son in
modern China. When translating the short clause “你走吧”, Mr. Zhang just adds a
modal verb “might''. With its help, the author’s respect and attachment to his
father and the superior status of his father are fully manifested. Zhang’s version
turns out acceptable for the target readers because it not only successfully
delivers the affection but also softens the tone of toughness existing in the source
text.
5.3. Mode: the mode of discourse is revealed to know the channel of
communication, whether or not the text is spoken or written, through nominal
group analysis.
For example:
ST: 我说道，“爸爸，你走吧。”
TT: I said, “Dad, you might leave now.”
This is a private conversation and the address form “爸爸” expresses the author’s
deeply attachment to his father although it is a simple word. In order to conduct
the equivalence of mode, the translator chooses a colloquial word“Dad” in place
of “father”.

6.Criticism:

Halliday's Systemic Functional Linguistics (SFL) is an influential language

analysis framework, but it has criticism in several areas: complexity, lack of
worldwide grammar theory, incomplete treatment of semantics, ambiguity
handling, and limited focus on pragmatics. It points out its limitations and areas
for improvement.

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