Unit 2.a.

: An Introduction to Systemic Functional Linguistics

1. Define Systemic Functional Linguistics (SFL).
SFL is an approach within linguistics that considers language as a social semiotic system.
Thus, this means that language is a device used to explain meaning-making aspects in a
socio-cultural context or environment. This approach grew out of the work of JR Firth,
who was a British linguist of the 30s, 40s, and 50s, but was mainly developed by a student
of his known as MAK Halliday. Furthermore, this approach places the function of
language as the essential and central aspect by taking into account what language does
and how it does it in contrast to a formalist view with more structural approaches and the
combination of words.
2. Who is the key developer of SFL?
It is M.A.K. Halliday during the 60s and 70s and he studied under J.R. Firth.
3. Explain the connection between function and form.
Both are strongly interrelated because if there is no content, there is no purpose. Form is
what formalists are concerned with because they focus on a more traditional scope of
language taking into account syntax, word order, etc. But function is based on what these
words mean and how they are produced. Thus, functionalists believe that language is
beyond the mere sentence and it ought to be produced within a socio-cultural context.
4. Mention the most relevant aspects of Michael Halliday’s biography.
Halliday obtained a B.A. in Chinese language and literature from the University of
London and then did postgraduate work in linguistics. When Halliday began his Ph.D.,
he wanted to be supervised by Firth at SOAS. However, at that time, the University of
London required prospective doctoral students to sign a declaration that they were not
members of the Communist Party.
Halliday refused to sign and was thus refused admission. He went instead to Cambridge
University, which was open to political diversity. However, Firth agreed to act as
Halliday’s supervisor, and Halliday often travelled down from Cambridge to meet with
him. Halliday focused on the expansion of the Firthian approach into modelling grammar.
When Firth died in 1961, Halliday was the most influential of his followers, and he
inherited the leadership of what became known as neo-Firthian linguistics. His
application of Firthian principles to grammar was called “Scale and Category Grammar”.
He did a work on intonation, and on discourse analysis. His later theory, sometimes called
systemic linguistics, was that language has three functions: ideational, interpersonal, and
textual.
 5. How does Michael Halliday see grammar?
He sees it as Functional grammar, based on systemic linguistics, emphasizes the way
spoken and written language operate in different social situations. 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.
Functional grammar focuses on the way language is put together so that meaning is
communicated for particular purposes, and looks at a language as a system of meaning,
while traditional grammar is concerned with the ways words are organized within
sentences and looks at a language as a set of rules.
The fundamental difference is that functional grammar is a meaning-based, descriptive
one, and traditional grammar is a form-based, prescriptive one. Halliday evolved his Scale
and Categories grammar into something more functional, what he called Systemic
Grammar. While most of the use of linguistics up to that time had been to describe the
many languages of the colonial world he developed a linguistics more suited to being
applied in the classroom. He called it Systemic Functional Grammar.
6. According to SFL, we communicate meaning on three levels simultaneously.
Which are they?
They are classified into three broad categories or metafunctions: ideational,
interpersonal and textual. The ideational metafunction is concerned with what is
happening and it is associated to feelings, ideas, perceptions and the experience about the
natural world. The interpersonal metafunction is about the social world, especially the
relationship between speaker and hearer, and is concerned with clauses as exchanges
between the interactions between people. Finally, the textual metafunction involves the
use of language to organise and connect the text itself regarding cohesion and coherence.
Plus, these three metafunctions are proportionally equivalent to field, tenor and mode
(bodily hexis and non-linguistic features).
7. How does Geoff Thompson (2013) define Register. Which are the three
main dimensions that characterize any register?
There are 3 main fields or dimension known as the following: Field (activities and role of
language: meaning what we utter, say or write), Tenor (interpersonal relationships,
interactions and context) and lastly we do have mode (form of the language: either
written, spoken, body language).
8. Explain the importance of registers in relation to Discourse Analysis.
It is the way in which a speaker or writer uses language differently in particular
circumstances. Thus, it means how we act one way or another considering diverse
situations. We say, express a specific meaning recognizing a certain context. We ought
to respect and employ a particular decorum and set of patterns depending on the
circumstance. Hence, we have formal and informal register depending on the context. For
example, when speaking officially or in a public setting, an English speaker may be more
likely to follow prescriptive norms for formal usage than in a casual setting.
 9. What is the relationship between the metafunctions of language and
registers.
The 3 metafunctions have a degree of correspondence with the 3 subtypes within the
context of register. Ideational is equivalent to field, interpersonal to tenor and textual to
mode.
10. How does Thompson (2013) define genre? Which are its main
characteristics?
Register plus communicative purpose. There are 4 characteristics. Firstly, genre deploys
the resources of a register (or more than one register) in particular patterns to achieve
certain communicative goals. Later on, it is a concept similar to register but it is more
focused than register. Moreover, it is often divided or organized in recognizable stages.
Finally, it is often a focus of SFL-based methods.
11. Mention different types of genres and their generic structure.
Narrative (complication, evaluation and resolution), Anecdote (remarkable event and
reaction), Exemplum (incident and interpretation) and finally Recount (record of events
and reorientation).
12. What is the relationship between genre approaches and sociocultural
theory? Where are these concepts borrowed from?
Genre can be applied by sociocultural principles. After picking a certain genre such as
personal narratives, teacher and students can go through cycles of deconstruction and
construction examples of that genre. Teacher and students can look for grammar,
vocabulary and stages that define the genre. This can begin form whole class work and
then move on to group and individual work. It is borrowed from Sydney School Genre
Cycle, Johns (2008), Harman (2008) and others.
13. Define Construction and Deconstruction.
Firstly, deconstruction through SFL metafunctions means examining and pulling apart a
genre into different models as if a puzzle were to be broken into pieces and scrutinized
one by one to gain knowledge and insight on the whole product. On the other hand,
construction refers to studying a concept in its entirety without dividing it. Hence, I
believe that deconstruction is a deeper and broader analysis in contrast to a simpler
construction analysis.