Systemic Functional Linguistics Systemic: “systems of choices” Functional: meaning-focused Linguistics http://www.isfla.org/Systemics/documents/chapelle.html Chapelle, CA. (1998). Some notes on Systemic-Functional linguistics. Retrieved from http://www.public.iastate.edu/~carolc/LING511/sfl.html https://vimeo.com/annabellelukin/ifgintroduction (Lukin, 2012)

M.A.K. Halliday & Ruqaiya Hasan Began his career as a scholar of Chinese. Studied Chinese and linguistics in China after WWII. Was briefly a Chinese language instructor in the UK. Switched over to linguistics and studied under J.R. Firth at London University Influenced by other people and movements, such as the Prague School and Benjamin Whorf Began to pubish his ideas in the 1970s. Some of his writing on children’s language development was based on observing his own son. Michael Halliday key developer of SFL http://www.public.iastate.edu/~carolc/LING511/sfl.html http://www.slideshare.net/jaiT3cherry/michael-alexander-kirkwood-halliday J.R. Firth image: http://www.hrelp.org/events/workshops/firth/ Mark Lowe. (). Language Matters. M.A.K. Halliday & Ruqaiya Hasan

Function Form (1) “giving information (2) demanding information (3) giving goods-&-services (4) demanding goods-&-services.” (Thompson, 2013) “…we saw the grammar as a study of meanings and how meanings are expressed rather than as a study of forms and what the forms mean… it’s a kind of difference of orientation.” Halliday at 33:20 in video: “we saw the grammar as a study of meanings and how meanings are expressed rather than as a study of forms and what the forms mean… it’s a kind of difference of orientation” http://prezi.com/ps-nhdlzpma0/?utm_campaign=share&utm_medium=copy&rc=ex0share (Lukin, 2012)

Metafunctions: Ideational: what is happening: the experience According to SFL, we communicate meaning on 3 levels simultaneously: Metafunctions: Ideational: what is happening: the experience Interpersonal: the relationships between the people Textual: connecting it all together: cohesion and coherence These are the three metafunctions of language. The first two, ideational and interpersonal, are largely performed at the clause level. The textual metafunction examines how clauses are connected together to make them cohesive and coherent.

Register: Context: Field: activities & role of language Another topic very central to SFL is Register: In his Introducing Functional Grammar(3rd ed.), Geoff Thompson (2103) defines Register as “certain recognizable configurations of linguistic resources in contexts. There are three main dimensions of variation that characterize any register” Register: Context: Field: activities & role of language Tenor: interpersonal relationships & context Mode: form of the language (written, oral, body language, etc.) These are the three metafunctions of language. The first two, ideational and interpersonal, are largely performed at the clause level. The textual metafunction examines how clauses are connected together to make them cohesive and coherent.

Register: Metafunctions: Field Ideational Tenor Interpersonal Mode Textual Register: Field Tenor Mode These are the three metafunctions of language. The first two, ideational and interpersonal, are largely performed at the clause level. The textual metafunction examines how clauses are connected together to make them cohesive and coherent.

Genre In Introducing Functional Grammar(3rd ed.), Thompson (2013) defines genre as “register plus communicative purpose” (loc. 1385) “genre deploys the resources of a register (or more than one register) in particular patterns to achieve certain communicative goals.” a concept similar to register, but it is more focused than register often in “recognizable stages” often a focus of SFL-based methods (Sydney School – Johns, 2003; Byrnes, 2006; Harman, 2008; Schleppegrell, 2010) Table 6.1 Generic Structure of Storytelling Genres (Eggins & Slade, 1997) Beginning Middle End Narrative (Abstract)^ Orientation ^ Complication ^ Evaluation ^ Resolution ^ (Coda) Anecdote ^ Remarkable Event ^ Reaction ^ Exemplum ^ Incident ^ Interpretation ^ Recount ^ Record of Events ^ Reorientation ^ Thompson, G. (xxxxx). Introducing Functional Grammar (3rd ed.) [Kindle version].

Genre Approaches + Sociocultural Theory target genre deconstruction & construction SFL concepts & metalanguage Michael Lewis https://sandymillin.wordpress.com/2011/05/15/observe-hypothesize-experiment/ https://www.questia.com/library/journal/1G1-93027792/another-look-at-genre-corpus-linguistics-vs-genre http://www.um.es/lacell/aelinco/contenido/pdf/63.pdf https://www.lsa.umich.edu/eli/resources/micasemicusp http://www.slideshare.net/sara_galastarxy/genre-analysis-43190503 https://vimeo.com/123277964?from=outro-local ideas borrowed from : Sydney School Genre Cycle (Johns, 2008) Harman, 2008 and others

Some Figures in SFL (a very subjective list) M.A.K. Halliday founder of SFL Ruqaiya Hasan J.R. Martin Geoff Thompson Introducing Functional Grammar Christian Matthiessen Hong Kong Poly U Kazuhiro Teruya English & Japanese Heidi Byrnes Georgetown/German Ryshina-Pankova Meg Gebhard U Mass. Amherst Ruth Harman U of Georgia Mary Schleppegrell ESL learners Maria Cecilia Colombi Spanish heritage learners https://en.wikipedia.org/wiki/Ruqaiya_Hasan

References Byrnes, H. (2006). Advanced language learning: The contribution of Halliday and Vygotsky. Chapelle, C.A. (1998). Some notes on Systemic-Functional linguistics. Retrieved from http://www.public.iastate.edu/~carolc/LING511/sfl.html Eggins, S. & Slade, D. (1997). Analysing casual conversation. London: Equinox. ENGL PolyU. (2013, August 27 ). In Conversation with Prof. Heidi Byrnes and Prof. Lourdes Ortega. Retrieved from https://youtu.be/aEk-gXvSvoQ Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-116. Halliday, M. A. K. & Burns, A. (2006). Applied linguistics: Thematic pursuits or disciplinary moorings? A conversation between Michael Halliday and Anne Burns. In J. R. Martin (Ed.), Interviews with M. A. K. Halliday: Language turned back on himself (pp.179–190). London: Bloomsbury. Harman, R. (2008). Systemic functional linguistics and the teaching of literature in urban school classrooms (Doctoral dissertation). Retrieved from http://www.isfla.org/Systemics/ Johns, A.M. (2003). Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp.195-212). Cambridge, UK: Cambridge University Press.

References Johnson, K.E. (2006). The Sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), Jones, A. (). Michael Halliday: An appreciation by Michael Jones. International House Journal of Education and Development, 28, Lowe, M. (). Michael Halliday at 80: A tribute. Language Matters, [or IH Journal, 24...] Lukin, A. (n.d.). An introduction to functional grammar [Website]. Retrieved from http://www.annabellelukin.com/hallidays-functional-grammar.html Lukin, A. (n.d.). Getting started with functional grammar [Lecture notes]. Retrieved from http://www.annabellelukin.com/getting-started-with-functional-grammar.html Lukin, A. (2012, July 12). MAK Halliday, delivering a paper to adult TESOL teachers in Sydney 1994 [Vimeo file]. Retrieved from https://vimeo.com/45681353 Lukin, A. (2012, August 6). A map of language [Vimeo file]. Retrieved from https://vimeo.com/annabellelukin/amapoflanguage Moore, N. (2006). Chapter 12: Advanced language for intermediate learners: corpus and register analysis for curriculum specification in English for Academic Purposes. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp.246-261). London: Continuum.

References Thompson, G. (2013). Michael Halliday: Life and work. Text and Talk, 33(4-5), 425-436. Thompson, G. (?????). Introducing functional grammar? [Kindle version]. Retrieved from Amazon.com. University of Michigan English Language Institute. (n.d.). MICASE + MICUSP [Website]. Retrieved from https://www.lsa.umich.edu/eli/resources/micasemicusp Wells, G. (1994). The Complementary Contributions of Halliday and Vygotsky to a “Language-Based Theory of Learning”. Linguistics and Education, 6, 41-90.

ISFC - 37 - Mary Schleppegrell UBC, 8/9/2010 Gordon Wells - NASFLA 3.16.13 Kathryn Accurso, 3/24/2013 ISFC - 37 - Mary Schleppegrell UBC, 8/9/2010 MAK Halliday, delivering a paper to adult TESOL teachers in Sydney 1994 Annabelle Lukin, 2012 Michael Halliday Audiopedia, 10/4/2014 https://youtu.be/sqCtWJAHNPg https://youtu.be/tgUK7GynW-w https://youtu.be/oSGomivTmiQ?t=1s Halliday, M.A. (2012). MAK Halliday, delivering a paper to adult TESOL teachers in Sydney 1994 [Video file]. Retrieved from https://vimeo.com/45681353 An Introduction to Functional Grammar (+more) Annabelle Lukin, 8/1/2012