1. Systemic Functional Linguistics
Systemic: “systems of choices”
Functional: meaning-focused
Linguistics
Chapelle, CA. (1998). Some notes on Systemic-Functional linguistics. Retrieved from
(Lukin, 2012)

2. 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
J.R. Firth image:
Mark Lowe. (). Language Matters.
M.A.K. Halliday & Ruqaiya Hasan

3. 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”
(Lukin, 2012)

4. 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.

5. 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.

6. 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.

7. 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].

8. Genre Approaches + Sociocultural Theory
target
genre
deconstruction & construction
SFL concepts & metalanguage
Michael Lewis
ideas borrowed from :
Sydney School Genre Cycle
(Johns, 2008)
Harman, 2008
and others

9. 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

10. 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
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
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5,
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
Johns, A.M. (2003). Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp ). Cambridge, UK: Cambridge University Press.

11. 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
Lukin, A. (n.d.). Getting started with functional grammar [Lecture notes]. Retrieved from
Lukin, A. (2012, July 12). MAK Halliday, delivering a paper to adult TESOL teachers in Sydney 1994 [Vimeo file]. Retrieved from
Lukin, A. (2012, August 6). A map of language [Vimeo file]. Retrieved from
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 ). London: Continuum.

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

13. ISFC - 37 - Mary Schleppegrell UBC, 8/9/2010
Gordon Wells - NASFLA
Kathryn Accurso, 3/24/2013
ISFC 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
Halliday, M.A. (2012). MAK Halliday, delivering a paper to adult TESOL teachers in Sydney 1994 [Video file]. Retrieved from
An Introduction to Functional Grammar (+more)
Annabelle Lukin, 8/1/2012