Systemic Functional Grammar – Can SFG resolve those myths pedagogic grammar perpetuates? Chia Suan Chong Chia.Chong@IHLondon.com

Label the parts in this sentence: I can’t possibly cover all of Systemic Functional Grammar in half an hour!

Did you say: I can‘t possibly cover all of SFG in half an hour. subject auxiliary modal adverb verb object adverbial phrase

But if you used the part of speech ‘verb’, why not: Parts of speech/ Class label: nouns, verbs, adverbs, determiners etc...do not show the part it plays in a structure. Only functions in pedagogic structures: subjects & objects. I can‘t possibly cover all of SFG in half an hour. pronoun aux modal adverb verb noun phrase adv phrase

What is SFG? Grammar: the organisation of language; Chomsky: grammar hard-wired into brain; vs Halliday: Ontogeny recapitulates phylogeny; language acquisition is an interplay between nature & nurture; Learning a language is learning how to mean (Halliday, 1975); a child learns structures that reflect the functions required to serve his/her life.

Halliday’s 3 metafunctions What, then, are the functions of language? Halliday’s 3 metafunctions Interpersonal metafunction Textual metafunction Experiential metafunction

1. Interpersonal Metafunction: The Clause as Exchange Declaratives Coursebook grammar can confuse students. subject finite predicator complement Mood Residue Students could have been confused. subject ‘past’ finite predicator complement Mood Residue Coursebooks do not use functional labels. subject ‘negative’ finite predicator complement Mood Residue

Question tags/Mood tags Interrogatives Question tags/Mood tags Imperatives Can we find a solution? finite subject predicator complement Mood Residue SFG can inform our teaching can’t it? subject finite predicate complement Mood Residue Mood Tag Think about it! No finite No subject predicator complement Mood Residue

The subject carries the responsibility for the validity of the clause. The finite carries the validity of the proposition. Together, the subject and the finite (the mood) represent the point of view of the speaker while the residue carries the actual content. Manipulating the mood enables us to indicate polarity (negative or positive), indicate time, indicate modality, make interrogatives and imperatives, make question tags

In fact, the finite is the core bandied about in exchanges. Boss: You didn’t teach the students any real grammar! Chia: Yes, I did! Boss: No, you didn’t! Chia: Did! Boss: Didn’t!

Understanding the mood element,... ...explains the appearance of the dummy auxiliary ‘do/did’. The audience looked (did look) at me strangely. subject ‘past’ finite ‘look’ predicator complement Mood Residue Did the audience look at you strangely? finite subject predicator complement Mood Residue

It also explains the different meanings of... ...as in ‘you are not allowed to leave’; ...as in ‘you are allowed not to leave’. You may not leave this room. subject ‘negative’ finite predicator complement Mood Residue You may not leave this room. subject finite predicator complement Mood Residue

...which perhaps clarifies the difference between... and... You must not leave this room. subject finite predicator complement Mood Residue You don ‘t have to leave this room. subject ‘negative’ finite predicator complement Mood Residue

Name these tenses and aspects: I am speaking at the IATEFL conference. I am going to be telling them about SFG. When I decided to submit the proposal, I had already talked about this subject many times ...at the pub. I will try not to get carried away with the theory. I am going to have irritated a few people by the end of this talk because I will have shaken quite a few beliefs about language.

Using SFG, We model ourselves into the past, present or future according to the finite. The predicate gives the point of event as seen from that modelled self indicated by the finite. Thus, I am speaking – present-in-present I am going to be telling – present-in-future I had already talked – past-in-past I am going to have irritated – past-in-future I will have shaken – past-in-future

Complete the following with –ing or to-inf. Deny + ______ Agree + ______ Enjoy + ______ Hope + ______ Imagine + ______ Want + ______ and... Remember + ? ; Hate + ? ; Regret + ? Can you find a ‘rule’ that’s useful for students? Perfective (to-inf): unreal – future, appearance, goal, intentions, proposal; Imperfective (-ing): real – present, reality, happening, action, proposition.

Raymond Murphy probably owns an island in the Caribbean. Why do we use the passive? Raymond Murphy probably owns an island in the Caribbean. The island in the Caribbean is probably owned by Raymond Murphy.

an island in the Caribbean. The island in the Caribbean 2. Textual Metafunction: The Clause as Message Raymond Murphy probably owns an island in the Caribbean. Theme Rheme Given-------------------------------------------------------------------------------New The island in the Caribbean is probably owned by Raymond Murphy Theme Rheme Given-------------------------------------------------------------------------------New

I cancelled the meeting. I called the meeting off. What, therefore, is the difference between... I cancelled the meeting. I called the meeting off. And why can’t we say, ‘I called off it’?

Compare: I cancelled the meeting Theme Rheme Given-----------------------------------------------------New I cancelled the meeting Theme Rheme Given-----------------------------------------------------New I called the meeting off. Theme Rheme Given-----------------------------------------------------New

‘Today, happen something really strange ‘Today, happen something really strange.’ X Reformulation: ‘Today, something really strange happened.’ How can we leave ‘something really strange’ in the new position? What happened today was something really strange. The thing that happened today was really strange. Something happened today. It was really strange.

3. Experiential Metafunction: The Clause as Representation Who does what to whom? The clause represents the content of our experiences Grammatical system of transitivity Different functional labels for Participants (realised by nominal groups) Processes (realised by verbal groups) Circumstances (realised by prepositional phrases or adverbials)

Material processes (doing & happening) e.g. build, chase, write, etc. I gave the audience a bribe during my talk. Actor Process:material Beneficiary Goal Circumstance I gave a bribe to the audience during my talk. Actor Process:material Goal Beneficiary Circumstance The audience was given a bribe during my talk. Beneficiary Process:material Goal Circumstance A bribe was given to the audience during my talk. Goal Process:material Beneficiary Circumstance

Mental processes (sensing) Emotion e.g. like, hate, etc. Cognition e.g. imagine, know, etc. Perception e.g. hear, feel, etc. Desideration e.g. want, desire, etc. I love this audience! Sensor Process: Mental: Emotion Phenomenon

Circumstantial Adjunct Existential processes (introducing) Relational processes (being & having) Verbal Processes with projections There is money in my bag for everyone. Process: Existential Existent Circumstantial Adjunct The lady in the back row is gorgeous. Carrier Process: Relational Attribute She said, “Your talk is most intriguing!” Sayer Process: Verbal Quoting Quoted

Different process types have different basic unmarked forms. e.g. Unmarked present tense for material processes is the present-in-present relational and mental process is present simple. Therefore, ‘I hate theoretical grammars but I’m loving this one.’

Thank you for listening! Chia.Chong@IHLondon.com Twitter: chiasuan