Fig.

3
Grammar:
The first three Sector in the Study of Linguistics with
and without their Socio-Cultural Aspects.

1
 Extra Linguistic Levels or
Something beyond Language
What the speaker CAN DO
Behavioral Potential
(Provides socio-cultural Context) Saussure’s
la langue and Chomsky’s
Linguistic Levels competence
What the speaker CAN MEAN are here
Meaning Potential
Semantic System = The REALIZATION of
Something Beyond
System of
Potential, What the speaker
Saussure’s la
A Range of CAN SAY
parole and
Alternatives Verbal Potential
Chomsky’s
The Lexico-grammatical system as a whole =
performance
the REALIZATION of
are here
the Semantic System

The
Fig. 1 ACTUALIZATION
The actual seen against the background of the potential. of
We may be involved in a socio-cultural event (behavioral potential) ^ We CAN MEAN something What one
(meaning potential) through our impression about the event (emotionally or logically) ^ We are
faced with choices in the lexico-grammar system (verbal potential) to put what we CAN MEAN into
CAN SAY or WRITE
what we CAN SAY ^ We put what we CAN SAY into ACTUALIZATION. (Samudji, 2002: 5)

2
 Context of
Culture /
Context of Discourse
Situation Semantic Lexico-
(BEHAVIORAL Level grammatical
POTENTIAL) (MEANING Level
POTENTIAL) (VERBAL
Field POTENTIAL)
Idea- Logical
Mode tional Unit
Expe- Complexes
Tenor Textual Transitiv-
riential
Interper- ity Language /
sonal Theme / Text
Rheme
Production
Mood /
Residue
Fig. 2 Phonology /
Halliday’s Language
Production Graphology
(See also Samudji, 2002: 5) 3
 Context of
Culture /
Context of Discourse
Situation Semantic Lexico-
(BEHAVIORAL Level grammatical
POTENTIAL) (MEANING Level
POTENTIAL) (VERBAL
Field POTENTIAL)
Idea- Logical
Mode tional Unit
Expe- Complexes
Tenor Textual Transitiv-
riential
Interper- ity Language /
sonal Theme / Text
Rheme
Production
Mood /
Residue
Fig. 2 Phonology /
Halliday’s Language
Production Graphology
(See also Samudji, 2002: 5) 4
 The above diagram illustrates the
relation between context of culture /
context of situation (the extra linguistic
levels),
discourse semantics (meaning
potential) and
lexico-grammar (verbal potential), and
the actual production of language.
Under each of the first three of them
there are three aspects as illustrated
below.
5
 Context motivates the meanings of texts in
three main ways:
The field of human experience encompassed by
the text and its purpose in encompassing it,
which is called the Field of discourse.
The nature of the text itself and the role that
language plays in it, which is called the Mode
of discourse.
The social relationship between the speaker or
writer and the addressee, which is called the
Tenor of discourse.
Stylistics (SBI333 and SSE443)
Dr. Samudji,
M.A. 6
 The above three motivating features,
which are called, in Hasan’s terminology
(1981), “motivational relevances”,
which are then realized in the three
kinds of meaning, i.e.:

Stylistics (SBI333 and SSE443) Dr.

Samudji, M.A. 7
 Ideational Meaning (= A representational
function): we use it to encode our experience of the
world; it conveys a picture of reality;

Textual Meaning (= A textual function): we use

it to organize our experiential, logical and interpersonal
meanings into a linear and coherent whole.

Interpersonal Meaning (= An interpersonal

function): we use it to encode interaction, and to show
how defensible we find our propositions;

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 The above Metafunctions are then
realized in descriptive metalanguages,
which are of three sets:

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 Process types (= verb types: relational, verbal,
mental, behavioural, material, existential);
Participant roles (= the roles of the noun/noun
phrase as the Doer/Actor or as the Target of the activity
represented by the verb); Circumstance (= the where,
the when, the why, and the how does the activity take
place)
Mood (= the Subject + the finite of a clause) /
Residue (= the rest of the clause after being
subtracted by the Mood)
Theme (= the starting point of the message or the
psychological subject of the clause) / Rheme (= rest
of the clause after being subtracted by the Theme).

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