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1
Abdulrahman Almurashi, Wael. "An Introduction to Halliday’s Systemic Functional Linguistics." Journal for the Study of English Linguistics 4, no. 1 (May 6, 2016): 70. http://dx.doi.org/10.5296/jsel.v4i1.9423.
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<p>Numerous theories have been successful in accounting for aspects of language. One of the most substantial theories is Halliday's Systemic Functional Linguistics (often SFL), which has been employed in the literature on linguistics and applied linguistics. This paper aims to introduce Halliday's SFL with a focus on an overview of SFL as a linguistic tradition largely developed by Michael Alexander Kirkwood Halliday (often M.A.K. Halliday). Furthermore, this introduction compares SFL to other linguistic traditions, such as the transformational generative linguistics represented by Noam Chomsky and Bloomfield's structural tradition. This research also explains the key elements of SFL, SFL as an applicable tradition, examples of the value of applying SFL in detail, and finally, presents the benefits associated with working with SFL as a communicative motivation in learning a language.</p>
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Matthiessen, Christian M. I. M. "Register in Systemic Functional Linguistics*." Register Studies 1, no. 1 (April 26, 2019): 10–41. http://dx.doi.org/10.1075/rs.18010.mat.
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Abstract Christian M. I. M. Matthiessen elaborates on the Systemic Functional Linguistics (SFL) approach to register in this contribution to the inaugural issue of Register Studies. He is Chair Professor of the Department of English at the Hong Kong Polytechnic University, where he pursues a scholarly agenda that includes developing the theory of Systemic Functional Linguistics and applying it to text and discourse analysis, functional grammar, issues related to language evolution and typology, and comprehensive descriptive models of register. Throughout his career, Matthiessen has made major contributions to SFL theories and methods. Among his major works is Lexicogrammatical Cartography: English Systems (1995, International Language Sciences Publishers). More than any other scholar, Matthiessen has expounded on Halliday’s early ideas on register and applied SFL theory to describing models of register variation. He remains an active researcher in the area of register studies which includes his registerial cartography – the comprehensive and systematic description of the registers in a language. Matthiessen’s work has left an indelible mark on the theory and systematic study of patterns of register in language use.
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Matthiessen, Christian M. I. M. "Systemic Functional Linguistics as appliable linguistics: social accountability and critical approaches." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 28, spe (2012): 435–71. http://dx.doi.org/10.1590/s0102-44502012000300002.
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This article is concerned with the relationship between Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and with SFL as a resource for socially accountable academic work. First it locates SFL within the general category of appliable linguistics (as opposed to either theoretical or applied linguistics), an approach to the study of language that is also designed to be socially accountable. Then, against the background of SFL, it traces the development first of Critical Linguistics and then of CDA, also identifying other influences incorporated within these traditions. Next, it compares CDA with other orientations within discourse analysis from the perspective of SFL, and proposes the notion of appliable discourse analysis (ADA). This leads to an overview of the dimensions of ADA, and finally to the question of the place of ADA within a general appliable linguistics.
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Steiner, Erich, Bo Wang, Christian M. I. M. Matthiessen, and Yuanyi Ma. "Bridging boundaries between systemic functional linguistics and translation studies." Linguistics and the Human Sciences 14, no. 3 (March 26, 2021): 218–36. http://dx.doi.org/10.1558/lhs.19337.
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Erich Steiner, as a leading scholar in systemic functional linguistics (SFL), has been involved in various important strands of research on SFL and translation. This transcript is based on the second part of the interview during his visit to Hong Kong. We continue to discuss the application of SFL to translation, covering topics like SFL and other functionalist theories of translation, the tools for translation contributed by functionally-oriented work, and translation as a method for language teaching. In addition, Steiner summarizes the contributions of SFL to translation, and introduces some possibilities for future research.
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Pasaribu, Arsen Nahum, Erika Sinambela, and Sondang Manik. "The Contributions of Systemic Functional Linguistics to Literary Text Analysis." International Journal of Linguistics, Literature and Translation 3, no. 9 (September 30, 2020): 81–86. http://dx.doi.org/10.32996/ijllt.2020.3.9.8.
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Systemic Functional Linguistics (SFL) refers to some kind of text analysis, including an analysis of literary language. Some research has verified the study of the literary text using this linguistic apparatus; however the use of SFL in literary text analysis is relatively rare. Therefore, this study investigated the contributions of SFL to literary text analysis. The data of the study were 20 scientific articles focusing on literary text analysis using SFL. The analysis used content analysis to expose the segments of the story analyzed and the components of SFL to analyze them. The findings showed that the method of analysis using SFL on the literary text has brought new perspectives to the researchers, and provided some possible future studies in literary works. Moreover, the study of literary texts is regarded not merely as interpretative practices but as explanatory categories for each segment of a literary text.
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Hutasuhut, Seriani, and Octa Vina Harahap. "Students’ Application of Systematic Functional Linguistics on EFLs’ Blog Website." English Education : English Journal for Teaching and Learning 9, no. 02 (December 31, 2021): 207–20. http://dx.doi.org/10.24952/ee.v9i02.4807.
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The study aims to investigate the Systemic Functional Linguistics (SFL) as a method for analyzing text. The Systemic Functional Linguistics (SFL) has a nearly limitless range of applications. Social media has become an important platform for everyone to broadcast information, opinions, and emotion freely and borderless in today's society especially on blog. Using a qualitative method, this research focused on the outcome of the students’ ability in applying SFL on social media. The data are taken from Blog-Web media of English Education Department Students IAIN Padangsidimpuan. The findings lead to the conclusion that the application of Systemic Functional Linguistics on Blog was good. Interpersonal meaning occurred in 9 times or in percentages of 45% of written clauses entires. It signifies that its ability to inform and persuade readers goes optimal. However, linguistic approaches must be improved in order for the texts to sound more understandable.
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Pineh, Aiyoub Jodairi. "A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics." International Journal of Linguistics 8, no. 2 (April 7, 2016): 12. http://dx.doi.org/10.5296/ijl.v8i2.9273.
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<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>
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Alvin, Leong Ping. "The thematic structure of homepages: An exploratory systemic-functional account." Semiotica 2016, no. 210 (May 1, 2016): 105–27. http://dx.doi.org/10.1515/sem-2016-0048.
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AbstractThe visual social semiotic approach, based on Halliday’s systemic functional linguistics (SFL), is widely used in studies on multimodal texts. As SFL is a framework focusing on the functions of language, several SFL categories are re-conceptualized in visual social semiotics to handle the analysis and interplay of extra-linguistic features; other categories, however, are excluded. A consequence is that any insights offered by these excluded categories in multimodal texts remain obscured. This paper focused on one such category, theme, as a generator of expectations. It analyzed the thematic structure of twenty homepages to show that the different SFL themes are applicable and evident in such multimodal texts. It underscores the importance of theme as a point of departure of any discourse, textual or otherwise, allowing us to form expectations about how the rest of the discourse may be acceptably developed.
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Khote, Nihal, and Zhongfeng Tian. "Translanguaging in culturally sustaining systemic functional linguistics." Positive synergies 5, no. 1 (January 10, 2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.
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Abstract In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.
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Chen, Jing. "On Re-instantiation of Literary Dialects: A Systemic Functional Approach." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 706. http://dx.doi.org/10.17507/tpls.0906.14.
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With the developments in Systemic Functional Linguistics (SFL), the functional approach to translation studies (TS) has offered new perspective into understanding how translation can be viewed as the re-instantiation of Source Text (ST) in another language system as Target Text (TT).In literary texts, language variations such as literary dialects have long been considered challenges in translation, but literary dialects are also believed to be “valued” linguistic elements since non-standard language such as dialects are socially related and may trigger linguistic stereotypes among readers. In tune with the new development in SFL, the current research focuses on the English translations of dialects in Li Jieren’s Si Shui Wei Lan (死水微澜) which is rich in Sichuan dialects and are with linguistically varied voices. The purpose of this article is threefold: firstly, to briefly present the linguistic features of ST, revealing author’s intentional arrangement in his choices of dialects; secondly, with case studies to compare and discuss the translators’ choices in re-instantiating dialects from the perspective of coupling and commitment; finally, to offer suggestions for translating literary dialects. This paper argues that SFL helps translators pinpoint the linguistic features that are valued in ST and inform translators of alternative renderings. This paper adopts a descriptive approach to the triplet on how translators re-coupled and re-committed the language variations in the ST into TT, and it serves as a manifestation of how SFL applies to TS from a new angel.
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Fang, Zhihui, Yanmei Gao, Chengzhu Yin, and Hanbing Li. "Zhihui Fang on SFL-Informed Literacy Education." Linguistics and the Human Sciences 15, no. 1 (May 4, 2021): 39–51. http://dx.doi.org/10.1558/lhs.19986.
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As appliable linguistics, systemic functional linguistics (SFL) has been widely applied in various areas of education – in studies of classroom discourse, in teacher training, curriculum development, etc. Zhihui Fang is a leading scholar who has applied systemic functional linguistics in the development of pedagogical models for secondary literacy education. In this interview, Yanmei Gao, Chengzhu Yin and Hanbing Li ask Zhihui Fang about the applicability of systemic functional linguistics in literacy education, especially in the United States. They also discuss the possible influence of the new developments of the Sydney School, such as genre relations, on content areas teaching practice.
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Moncada Linares, Sthephanny, and Zhi-Ying Xin. "Language Education and Systemic Functional Linguistics." NOBEL: Journal of Literature and Language Teaching 11, no. 2 (September 30, 2020): 234–49. http://dx.doi.org/10.15642/nobel.2020.11.2.234-249.
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The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language education, being the former widely recognized due to its potentiality to encourage both reflection and action for the participants involved. Recent empirical studies were located and thoroughly reviewed, which shed light on the three most researched areas including text analysis and literacy intervention, classroom discourse, and the language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly proposed.
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Schulze, Joshua. "Testing: A Systemic Functional View of High Stakes Test Preparation Materials." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 80. http://dx.doi.org/10.14483/22487085.155.
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Educators of English language learners (ELLs) frequently use test preparation materials to help ELLs prepare for high stakes language exams. This study uses tools of systemic functional linguistics (SFL) to examine how academic language is used to construct meaning within these test preparation materials. While the test preparation materials and available test excerpts contain a range of genres, this study focuses particularly on informational texts with scientific topics, designed for upper elementary students. The results highlight pedagogical advantages of using SFL to develop genre awareness in ELLs by attending to the linguistic features evident in the genre.
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Matthiessen, Christian M. I. M., and Moslem Yousefi. "Systemic functional linguistics as a resource for teacher education and writing development." Language, Context and Text 4, no. 1 (April 6, 2022): 114–45. http://dx.doi.org/10.1075/langct.20005.mat.
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Abstract This article provides an illustrative and necessarily selective review of scholarship in systemic functional linguistics (SFL) since the 1960s, examining two major strands of application within the institution of education: teacher education and writing development. We explore properties of SFL that have been significant in this institutional setting, asking: “What are the properties of SFL being applied in research in teacher education and writing development?” Five foundational properties emerged from the review (i.e. language as meaning-making resource, the cline of instantiation, ontogenesis or the process of learning how to mean, the hierarchy of stratification and the spectrum of different metafunctional modes of meaning). From this basis, we explicate how SFL-based pedagogies promote language learning and literacy practices in these educational domains. The article ends by suggesting how further explorations can be undertaken to enhance understanding of the potential of this social semiotic approach and its applied contributions to solving real-world problems.
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Schulze, Joshua M., and Anne C. Ittner. "Reflective Writing in Teacher Education in China: Insights from Systemic Functional Linguistics." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 433. http://dx.doi.org/10.21462/ijefl.v6i2.401.
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This article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical tool to inform their teaching of reflective writing to Mandarin-dominant teacher candidates enrolled in an ESOL course within an educator preparation program at a university using English Medium Instruction (EMI) in China. First, the authors describe how they incorporated the SFL appraisal framework into their teaching to bring their multilingual student writers’ attention to the language of evaluation as they prepared to construct reflective language learning autobiographies. Second, the authors demonstrate how SFL-informed text analysis of the appraisal resources used within students’ written reflections deepened their understanding of their students’ reflective writing practices and informed their teaching and course development. The article concludes with suggestions for using the SFL appraisal framework to support the reflective writing of their multilingual teacher candidates.
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Zou, Hang. "On Linguistic Philosophy of Mikhail Bakhtin and Hallidayan Systemic Functional Linguistics." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 367. http://dx.doi.org/10.17507/jltr.0902.19.
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It is noteworthy that florid descriptions of interaction between linguistics and the philosophy of language are regularly inspired. In this paper, parallels have been drawn between Bakhtin’s philosophical perspectives and Hallidayan theoretical claims of Systemic Functional Linguistics (SFL). Through the analysis of Bakhtin’s theory of dialogism, heteroglossia, chronotope and metalinguistics, I argue that Hallidayan Systemic Functional Linguistic theory is compatible with Bakhtin’s philosophical perspectives to a great extent in terms of the close relations between speech genre and register, heteroglossia and appraisal theory as well as metalinguistics and metafunctions. It is safe to say that as a precursor, Bakhtin has a profound influence on socio-semioticians like Halliday who has expounded in linguistics.
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Takahashi, Yusuke, and Ichiro Kobayashi. "Systemic-Functional Context-Sensitive Text Generation in the Framework of Everyday Language Computing." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 6 (November 20, 2006): 791–801. http://dx.doi.org/10.20965/jaciii.2006.p0791.
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The present text generator using resources based on Systemic Functional Linguistics (SFL). Resources are compiled in a database called the Semiotic Base, which deals with language in context. In contrast to previous SFL-based text generation systems, our comprehensive proposal contains the Context Base, which deals with context surrounding text, and covers all strata, from context to expression. Its text generation process maximizes the use of the Semiotic Base resources, i.e., system networks dealing with linguistic features. Our text generation system is resource-driven, draws heavily on information provided by the Semiotic Base, and minimizes information input.
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Martin, J. R., and Karl Maton. "Systemic Functional Linguistics and Legitimation Code Theory on Education: Rethinking field and knowledge structure." Onomázein Revista de lingüística filología y traducción, no. 2 (2017): 12–45. http://dx.doi.org/10.7764/onomazein.ne2.02.
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This paper presents an introduction to how systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) offer complementary insights into education, focusing on key ideas that brought the theories into dialogue over the past decade. It begins with a review of SFL work on field, which foregrounds the role of forms of knowledge in education. It then discusses how SFL scholars engaged with and understood Bernstein’s notions of ‘knowledge structures’ for modelling intellectual fields. This engagement raised a series of questions that were a basis for dialogue with LCT, which extends and integrates Bernstein’s framework. The paper introduces key concepts from two dimensions of LCT —Specialization and Semantics— enacted in papers in this special issue. It then briefly summarizes two major research projects into education that enact these concepts alongside SFL and provide a context to the papers of this special issue, before introducing how these papers illustrate the growing and fruitful transdisciplinary dialogue between SFL and LCT.
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Cardinali, Renata Fabiana, and Maria Celina Barbeito. "Developing intonation skills in English: A systemic functional linguistics perspective." Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 11–20. http://dx.doi.org/10.18844/gjflt.v8i1.3222.
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This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers
Keywords: EFL, intonation, systemic functional linguistics, teacher training.
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Alyousef, Hesham Suleiman, and Asma Mohammed Alyahya. "The Conceptualization of Genre in Systemic Functional Linguistics." RETORIKA: Jurnal Ilmu Bahasa 4, no. 2 (October 26, 2018): 91–99. http://dx.doi.org/10.22225/jr.4.2.665.91-99.
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Genre constitutes the rhetorical features of a text and the semiotic communicative purpose(s) it serves. It has marveled Systemic Functional Linguistics’ (SFL) scholars as to whether it should be treated as an aspect of the situational context (register) or as a distinct cultural semiotic system that correlates with texture- i.e. the three register categories of field, tenor, and mode. This paper aims to review the conceptualization of genre in the Systemic Functional Linguistics (SFL) tradition. Whereas Halliday associates genre with mode, Martin coordinates the three register variables of field, tenor, and mode in relation to social purpose. The elements of a schematic structure are generated by genre networks, which in turn preselect particular values of field, tenor and mode in a given culture. Both Halliday's context of situation and Martin’s context of culture levels are dynamic connotative semiotic systems through which new meanings are created by the three processes of semogenesis. Genre is conceived as a distinct cultural semiotic system, rather than an aspect of ‘mode’, that correlates with texture. Martin later avoided the intertextual glosses context of culture and context of situation since Halliday used them for instantiation, and not supervenience. The three register variables of language organize information at the level of genre into coherent texts. Modelled as register and genre, the stratified model of context configures meanings not only through discourse semantics, lexicogrammar, and phonology but also through the prosodic phases of evaluation. Halliday calls this model appliable linguistics since it enables us to develop a powerful model of language that is both “theoretical” and “applied” (Mahboob & Knight, 2010).
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Markandan, Rubavathanan. "Metafunctions in the Thirukkural: A Systemic Functional Linguistics Analysis." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 30, 2021): 01–06. http://dx.doi.org/10.32996/ijllt.2021.4.6.1.
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‘Thirukkural’ written by Thiruvalluvar, is the most well-known and highly regarded work in the history of Tamil literature. Also, it is well known for its particular structure and wording. It is a distinctive and highly appealing work. Thirukkural has been studied approaching different literary theories. This paper tries to analyse Thirukkural based on the functional method of M. A. K. Halliday, his Systemic Functional Linguistics (SFL). Here, one chapter – Education - of 133 chapters of the Thirukkural is analyzed using Systemic Functional Linguistic framework to achieve functional groupings of the writer’s linguistic choices in order to express the meanings and find out how functional features contribute to making the poem potentially. The linguistic data collected from the Thirukkural were analyzed by using the functional analysis method. Consequently, how interpersonal relationships are created within texts, how information is organized in texts and how the ideological positions of writer are implanted in texts were shown and interpreted.
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Yumiko Mizusawa. "Lexicogrammatical and Semantic Development in Academic Writing of EFL Learners: A Systemic Functional Approach." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 105–17. http://dx.doi.org/10.56498/222020103.
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Many Japanese university students' English writing skills are insufficient despite completing at least six years of English language instruction before entering university. Several researchers have explored this topic. A corpus-based approach to this field, for example, has improved the understanding of the writing skills of learners of English. In Japan, the recent developments in corpus linguistics have enabled instructors and researchers to analyze English linguistic features written by Japanese EFL learners. For example, Mizusawa (2015) referred to the Japanese EFL learner Corpus, a collection of junior high and high school students' English essays, to investigate the linguistic features, such as lexical density, grammatical intricacy, and semantic variations framed by systemic functional linguistics (SFL). This paper aimed to examine English academic writings written by 38 Japanese university students. Their writings were analyzed in terms of lexical density and semantic features within the SFL frameworks. The results highlighted that the critical limitation in Japanese university students' writing skills suggested teaching students the lexicogrammatical differences between written and spoken modes of the English language.
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Schulze, Joshua, and J. Andrés Ramírez. "Intertextuality as Resource for Building ELLs Generic Competence: A Systemic Functional Linguistic View." Colombian Applied Linguistics Journal, no. 9 (April 4, 2011): 69. http://dx.doi.org/10.14483/22487085.3146.
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This research examines how elementary English language learners(ELLs) used intertextuality as a resource to compose informational texts. The research examines ELLs’ use of intertextuality (Fairclough, 1992, 2003; Lancia, 1997) as a resource for developing generic competence (Bhatia, 2002). Using the tools of critical discourse analysis (CDA) and systemic functional linguistics (SFL), the researchers locate instances of manifest intertextuality to evaluate the extent of reliance on intertextual resources. While findings suggest strong reliance on intertextual resources and thus the potential to see this appropriation as a form of “transgressive intertextuality” (Pennycook, 2004), the close SFL analysis revealed that students’ grammatical moves to make the text their own have the potential to increase their linguistic control over the target genre of informational text.
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Nagao, Akiko. "Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method." International Education Studies 10, no. 11 (October 29, 2017): 47. http://dx.doi.org/10.5539/ies.v10n11p47.
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This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.
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Rose, David. "A Systemic Functional Approach to Language Evolution." Cambridge Archaeological Journal 16, no. 1 (January 26, 2006): 73–96. http://dx.doi.org/10.1017/s0959774306000059.
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An approach to interpreting possible steps in language evolution is offered here from systemic functional linguistic (SFL) theory. SFL models language at three levels from sounds to wordings to complex patterns of social discourse. Typological studies in this framework have shown striking commonalities at each level across languages, that are not yet adequately accounted for by existing models of language phylogenesis. Four conditions are suggested for developing explanatory models that may account for these linguistic phenomena. These include (a) a mechanism for reproducing complex cultural behaviours intergenerationally over extended time, (b) a sequence by which articulated wordings could evolve from non-linguistic primate communication, (c) extension of the functions of wording from enacting interpersonal interactions to representing speakers' experience, and (d) the emergence of complex patterns of discourse for delicately negotiating social relations, and for construing experience in genres such as narrative. These conditions are explored, and some possible steps in language evolution are suggested, that may be correlated with both linguistic research and archaeological models of cultural phases in human evolution. The aims of the article are to offer some useful tools to the field of language evolution, at the same time as indicating potential interpretations of existing work, using insights from SFL research.
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Cahyono, Setyo Prasiyanto. "Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (May 31, 2018): 53–72. http://dx.doi.org/10.25170/ijelt.v13i1.1450.
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This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.
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Gebhard, Meg. "Teacher Education in Changing Times: A Systemic Functional Linguistics (SFL) Perspective." TESOL Quarterly 44, no. 4 (December 1, 2010): 797–803. http://dx.doi.org/10.5054/tq.2010.237335.
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Herawati, Agnes. "Systemic Functional Linguistics as a Basic Theory in Translating English Wordplays." Humaniora 1, no. 2 (October 31, 2010): 372. http://dx.doi.org/10.21512/humaniora.v1i2.2879.
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Wordplay are exploited in order to bring a communicatively significant confrontation of two or more linguistic structures. Translating wordplays in English text into Indonesian is difficult; on the one hand, translator has to recognize the use of wordplays in rendering a defined effect and the characteristics of translated text. This paper is designed to explore the importance of systemic functional linguistics (SFL) related to translating English wordplay into Indonesian, particularly the strategies of dealing with those wordplays and its application in solving problems effectively.SFL is most appropriately applicable to text analysis especially wordplay analysis because it is constructed for the sake of text analysis.
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Van, Hoang Van. "THE CATEGORY OF VOICE IN VIETNAMESE: A SYSTEMIC FUNCTIONAL DESCRIPTION." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.25073/2525-2445/vnufs.4653.
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This article is a functional description of the category of voice – arguably, one of the most slippery notions in the grammar of Vietnamese that seems to resist any satisfactory treatment. The theoretical framework employed for describing and interpreting the category is Systemic Functional Linguistics (SFL). Three questions which form the basis of this study are: (1) “Does the system of VOICE exist in Vietnamese?”; if so, (2) “What are the delicate options available in the environment of VOICE in Vietnamese?”; and (3) “How can these delicate options be distinguished from the SFL perspective?” The answers to these questions show that unlike formal grammatical descriptions, VOICE exists in Vietnamese as a system; the environment of VOICE opens up a number of delicate options; and these delicate options can be distinguished along the three metafunctions: experiential, interpersonal, and textual. The answers to these questions also show that SFL is a highly relevant framework for describing and interpreting the system of VOICE in Vietnamese: SFL helps us investigate the category from a number of dimensions, enabling us to have a more comprehensive view of it. The study contributes to the application of SFL to the description of Vietnamese grammar - a non-Indo-European language, opening up new potentials for a comprehensive approach to the description of a Systemic Functional Grammar of Vietnamese for research, application, and teaching purposes.
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Jing, Yi. "ENGLISH INTERJECTIONS AS A WORD CLASS: A TRI-STRATAL DESCRIPTION." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 127. http://dx.doi.org/10.17509/ijal.v7i1.6865.
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Traditionally known as interjections, the highly conventionalized linguistic forms like aha, hey, ouch, oh, sh, etc. have not been recognized as a word class in Systemic Functional Linguistics (SFL). A proximate word class that does get acknowledged in SFL is the continuative (typically represented by well, oh, yes, no and now), while other members in the traditional class of interjections tend to be treated as bi-stratal forms in language, if not protolanguage. Studies that are non-SFL driven have affiliated interjections with routines, formulae, discourse particles, discourse markers, etc. Such terminological complexity can be solidified and cleared if interjections are perceived as a word class under the SFL framework. The present paper, thus, proposes to discuss interjections across the language strata – from below (phonology and graphology), from around about (lexicogrammar), and from above (semantics, in terms of the metafunctions). This holistic view will contribute to linguistic description of interjections and help enhance the understanding of interjections as a word class.
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To, Vinh, Quynh Lê, and Thao Lê. "Applying Halliday’s linguistic theory in qualitative data analysis." Qualitative Research Journal 15, no. 2 (May 5, 2015): 135–46. http://dx.doi.org/10.1108/qrj-11-2014-0059.
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Purpose – The purpose of this paper is to discuss the usefulness of Halliday’s linguistic theory known as Systemic Functional Linguistics (SFL) in analysing qualitative data. In order to do this, it initially presents an overview of SFL, and then explains how and why four linguistic features namely, nominalisation, grammatical metaphor, thematic structure and lexical density are useful in examining qualitative data. The paper also discusses three social metafunctions of language known as the ideational, the interpersonal and the textual metafunctions which are significant for understanding and interpreting texts. Design/methodology/approach – This paper employs SFL as the main theoretical framework to discussing the usefulness of this linguistics theory in qualitative data analysis. Findings – SFL can be seen as a paradigm shift in linguistic theory moving away from the traditional focus on syntax to the inclusion of the interface between language and pragmatics. The focus of SFL is language in use. It deals with texts in social contexts, which is the main focus in qualitative data analysis. Thus, SFL provides both research tools and theoretical insights for understanding and interpreting texts. Originality/value – This paper provides significant insights into language which are crucial for understanding and interpreting texts in social contexts.
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Yu, Xintong. "The Analysis of the Soldier from Systemic Functional Linguistic Perspectives." International Journal of Languages, Literature and Linguistics 8, no. 3 (September 2022): 165–69. http://dx.doi.org/10.18178/ijlll.2022.8.3.341.
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The Soldier is a sonnet written in 1914 by Rupert Brook, a British war poet. The paper aims at analyzing the poem by applying M.A.K. Halliday’s Systemic Functional Linguistics (SFL) as a theoretical framework. The study mainly adopts a qualitative methodology to analyze the text by text linguistics. However, the quantitative methodology is also used to calculate the proportions of each metafunctional process in this poem. The main findings of this paper are: 1) Topic theme: the themes of the poem are I, dust, England, this heart, et., which show the soldie'’s love and gratefulness for England; 2) The focus of tense: The Soldier starts with a conditional clause and then uses present and past tense to create a context as if he was depicting a real external world instead of an imagination from the inner world. 3) Patterning and re-patterning: The patterning analysis shows the soldier in the poem emphasizes his motivation for sacrificing and spreading the precious things in England who had brought him up. The paper concludes that The Soldier shows a strong sense of patriotism, which might be an approval for the former literary studies of this poem from linguistic aspects.
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Teich, Elke. "System-oriented and text-oriented comparative linguistic research." Languages in Contrast 2, no. 2 (December 31, 1999): 187–210. http://dx.doi.org/10.1075/lic.2.2.04tei.
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The main concern of this paper is to develop a model of cross-linguistic variation that is applicable to various kinds of comparative linguistic research. The motivation for this lies in the observation that there is little interaction among the major areas of comparative linguistic investigation — language typology, contrastive linguistics, translation studies, and the computational modeling of multilingual processes as implemented in machine translation or multilingual text generation. The divide between them can be characterized by a general orientation towards describing the relation between language systems (as in language typology) vs. describing the relation between texts (as in translation studies). It will be suggested that with a model of cross-linguistic comparison that accommodates both the system view and the text view on cross-linguistic variation, language typology, contrastive linguistics, translation studies and multilingual computational linguistics can be shown to have mutually compatible concerns rather than being entirely disjunct endeavors. The model proposed is based on Systemic Functional Linguistics (SFL), using the representational categories SFL sets up as parameters along which cross-linguistic variation can be described. The fundamental assumption brought forward by SFL that acts as a unifier of concerns is that texts are ultimately instantiations of the language system under certain specifiable contexts of use. A model of cross-linguistic variation based on SFL thus bears the promise of opening up the text view for the system-oriented branch of cross-linguistic study, and the system view for the text-oriented branch. I illustrate the model with data from several European languages, concentrating on the register of instructional text.
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Nam, Ga-yeong, and Se-hyung Joo. "The New Horizon of Korean Language Education Researches through Systemic Functional Linguistics(SFL)." Korean Language and Literature 200 (September 30, 2022): 279–325. http://dx.doi.org/10.31889/kll.2022.09.200.279.
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Darong, Hieronimus Canggung. "It is all about clauses: Speech analysis using systemic functional linguistics theory." Englisia: Journal of Language, Education, and Humanities 10, no. 1 (November 1, 2022): 54. http://dx.doi.org/10.22373/ej.v10i1.13029.
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Text and context are tightly related. Although previous studies have revealed the benefits of employing Systemic Functional Linguistics theory (SFL) in revealing the language functions, the specific examination of text ideational or experiential focusing on transitivty process type analysis is lacking. Therefore, the aim of this study is to examine the transitivity process type of a text. To achieve this purpose, Joe Biden’s victory speech was chosen and analyzed. In this respect, to make the analysis easily done, the speech text was changed into some sentences and clauses and thereafter analyzed following the aim of the study in question. The result of analysis has shown that the the material process type appears at most, which indicates the action of the participants involved in the speech. In addition, by means of transitivity analysis, interpersonal and power relation might be revealed as the existence of pronouns linking to verbs used in clauses of the text. As a conclusion, different language patterns might signify different concerns of the experintial or ideational functional category. Future research studies, by means of different ways of analysis, might be of benefit to examine the effectiveness of Systemic Functional Linguistics theory (SFL) in a text analysis.
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Sudarianti, Sri. "FOLKLORE AMAQ SETOWEQ: SYSTEMIC FUNCTIONAL LINGUSITIC-BASED STUDY." International Journal of Systemic Functional Linguistics 1, no. 2 (February 1, 2018): 53–61. http://dx.doi.org/10.55637/ijsfl.1.2.450.53-61.
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Abstract
This research is carried on to obtain the complete and comprehensive description about the Lombok Folklore Texs entitled Amaq Setoweq by using the SFL (Systemic Functional Linguistic) theory and make it relevant towards learning discourse analysis at college. The research emphasizes on textual and contextual analysis of the Amaq Setoweq folklore. Textual analysis covers 3 (three) language meta-fungctions where are describe into lexico-grammar structure system and the Lombok Folklore Texs entitled amaq Setoweq or “Teks Cerita Rakyat Lombok Amaq Setoweq (TCRLAS)” nonlinguistic contextual analysis. The result of the research on the lexico-grammmar structure system shows: (1) referring to the ideasional description, narrative texs dominantly use behavioral process (30,43%), material process (26%), verbal process (18,26%), mental process (20%), relational process (8,69%), form process (5,21%), (2) referring to the interpersonal process description, texs is dominated by declarative mood (62,72%), exclamation mood (32%), imperative mood (1,7%), interogative mood (3,7%), and circumstansial adjunction (68,69%), mood adjunction (4,34%), polariy adjunction (0%), comment adjunction (0,8%), vocative adjunction (0,8%), conjungtive adjunction (2,6%), and continuity adjunction (6%), (3) referring to the textual description: topical theme (56,95%), interpersonal finite theme (0%), interpersonal mood adjunction theme (26,95%), interpersonal vocative adjunction theme (2,6%), interpersonal polarity adjunction theme (0%), interpersonal comment adjunction theme (5,2%), textual continuituity adjunction theme (6,8%), and textual conjungtive adjunction theme (2,6%). The analysis of nonlinguistic context covers situasional context analysis, cultural context, idelogy context identifies the closely relation between the textual meaning which is described into lexico-grammar structure system and its clauses with lombok society in general. The clause forms a text showsthe realityu of thecultural and social condition of here inafter is related with the study of discourse analysis lecture at collage using the constructivist study method. The relevance is acceptedto relate the content and technic or how to anayzethe discourse/text by usingsystemic functional linguistics (SFL) theory interpersonal comment adjunction
Keywords: Text, context, Systemic Funfcional Linguistics, Amaq Setoweq Folklore, The Theory of Constructivist Study
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Montemayor-Borsinger, Ann. "Working with disciplinary discourses in the light of systemic functional theory." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 25, no. 1 (2009): 131–54. http://dx.doi.org/10.1590/s0102-44502009000100005.
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Genre-based approaches to working with specific disciplinary discourses are reexamined in the light of systemic functional theory. This paper discusses how the Systemic Functional Linguistics (SFL) stratified model of language is used for research writing workshops held at a physics and engineering institute where English dominates as a lingua franca. The paper gives a rationale for a pedagogy focusing on interpersonal and textual strands of meaning. It provides an explicit discussion of the way in which corpus-informed materials have been used with multidisciplinary and mixed-ability groups of scientists. Such an SFL approach to exploiting language corpora for pedagogic purposes shows the pertinence of a tripartite view of language, which provides effective means of developing key aspects of disciplinary discourses by combining subject specialist expertise in the management of content representation in specific fields (ideational meanings), with linguist expertise in evaluating language alternatives for content appraisal (interpersonal meanings) and organisation (textual meanings).
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Vasconcellos, Maria Lúcia. "Systemic functional translation studies (sfts): the theory travelling in brazilian environments." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 25, spe (2009): 585–607. http://dx.doi.org/10.1590/s0102-44502009000300003.
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This paper presents a mapping of the Systemic Functional Translation Studies (SFTS) tradition in the Brazilian environment, from its genesis up to developments in the 2000's. While studies during the earlier period are informed by the concept of "translation as (re)textualization", more recent SFTS research can be charted along the 'cline of instantiation', translations being investigated as "instantiations-in-contexts", cross-lingual functional varieties of language, or still as sources of SFL-based language description of Brazilian Portuguese. From late 90's on, computerized corpora and corpus-based methodologies have been integrated into Brazilian SFTS, for which annotation methods for the tagging of SFL categories have been developed. The paper ends with a consideration of Brazilian SFTS against the background of international SFTS as disseminated in the 2nd HCLS.
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Gintings, Immanuel Prasetya, Tengku Silvana Sinar, and Amrin Saragih. "Anding-andingen in The Perspective of Systemic Functional Linguistics." Jurnal Ilmiah Peuradeun 6, no. 1 (January 29, 2018): 141. http://dx.doi.org/10.26811/peuradeun.v6i1.176.
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Systemic Functional Linguistics (SFL) concerns three metafunction meanings: clause as message, clause as exchange, and clause as representation. This article tries to analyze anding-andingen, one of oral tradition in Karo culture. The points of this paper are only two kinds of metafunctions could be applied to anding-andingen: clause as message and clause as representation. The clause of exchange could not be applied to anding-andingen since anding-andingen is an Adjunct form so it does not have the potential to be Subject; Therefore, it cannot be upgraded to an interpersonal status of capital responsibility. Anding-andingen form cannot be categorized as a clause because at the semantic level, although its form resembles a clause, but is used to describe a person's nature or condition. In using anding-andingen, if the clause is preceded by a nominal group of Subject and followed by anding-andingen as a prepositional phrase or adverbial group, the textual function will be Rheme, but if the clause begins with anding-andingen, it will be Marked Theme.
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Martin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.
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Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.
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Juliana, Juliana, and Santi Arafah. "THE MULTIMODAL ANALYSIS OF ADVERTISING TAGLINE "TOLAK ANGIN SIDOMUNCUL” THROUGH SYSTEMIC FUNCTIONAL LINGUISTICS APPROACH." Journal MELT (Medium for English Language Teaching) 3, no. 2 (December 17, 2018): 160. http://dx.doi.org/10.22303/melt.3.2.2018.127-137.
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Tagline is one way to attract the customer attention to remember the products with the catch-up phrase. An ad tagline can create a new image of its brand and also provide a persuasive effect that affects the audience behavior. The effectiveness of an advertisement is very important to analyze. This research uses qualitative methods to analyze the use of multimodal linguistics in looking at the effectiveness of Tolak Angin Sidomuncul ad. Mutlitodal elements are analyzed in Tolak Angin Sidomuncul ad applying systemic functional linguistics (SFL) in analyzing the multimodal elements such as linguistic, visual, audio, gestural, and spastial elements. The results of this research showed that the use of multimodal elements in Tolak Angin Sidomuncul Ads are interconnected each other to convey the meaning and message which aims to attract the attention of audience to buy Tolak Angin Sidomuncul products.
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Darong, Hieronimus Canggung. "Interpersonal Function of Joe Biden’s Victory Speech (Systemic Functional Linguistics View)." Journal of Education Research and Evaluation 5, no. 1 (February 13, 2021): 57. http://dx.doi.org/10.23887/jere.v5i1.31420.
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Text analysis was mainly concerned with the ideational function and textual function. Besides, macro aspect has been regarded as the most text structure examined in previous studies. Regardless of those three aspects, this study focused on the interpersonal function analysis of political speech text, by taking an example of Joe Biden’s victory speech. The purposed theory namely Systemic Functional Linguistics theory (SFL) was then applied to analyze the text. The analysis was conducted by modifying the speech text into clauses which were subsequently analyzed in accordance with the goal of the analysis. Data analysis revealed that the speech established an intimate relationship and a close distance with the audience. As such, the speaker enables to gain support and exchange information through the use of linguistics resources namely declarative clause in the mood structure, modality, and pronoun "we". As a conclusion, different use of mood, modality, and personal pronouns might determine the different level of interpersonal function of a text. This study has a great impact on language teaching and learning in terms of maintaining social relationships and exchanging meanings between teachers and students by taking into account the link between linguistic resources and the nature of texts.
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Jati, Ambar, and Manu Somphithak. "Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”." Elementary Education Journal 1, no. 1 (December 18, 2021): 19–28. http://dx.doi.org/10.53088/eej.v1i1.149.
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Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process
Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem.
Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent.
Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.
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Potradinata, Sihab Lapoto Ade. "An Analysis of Student’s Descriptive Text Writing in Systemic Functional Linguistic (SFL) Perspectives." International Journal of Languages, Literature and Linguistics 4, no. 2 (June 2018): 121–35. http://dx.doi.org/10.18178/ijlll.2018.4.2.161.
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Fahad Alshalan, Reem, and Hesham Suleiman Alyousef. "English-Arabic Translator Education Through Systemic Functional Linguistics: Analysis of Cohesive Devices in Investopedia Business Texts." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 32. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.32.
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In translation courses, students are asked to practice translation skills by translating a source text (ST) in a specific field. While teachers usually select texts based on topic and language accuracy, some such texts do not provide rich textual features that help students practice and improve their translation skills. This study aimed to analyze the cohesive features in business texts collected from “Investopedia” to investigate their suitability for use as STs to practice translation skills in the field of finance and administration. It was framed by Halliday’s (1978) systemic functional linguistics (SFL) approach to language and Halliday and Hassan’s (1976) cohesion analysis scheme. The findings demonstrated that the most prominent type used was lexical cohesion, followed by reference and conjunctions. Ellipses and substitution were rarely used. The findings indicated that the intensive use of lexical cohesion and the various subcategories used in these texts can help enrich the background knowledge of financial terminology and provide a communicative understanding of the ST while practicing various elements of textual features. The study provided a demonstration of the significance of SFL in providing coherent and cohesive STs that facilitate the needs of translation instructors and students in the field of finance and administration. Other SFL tools can be employed to provide a better understanding of these texts.
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Aib, Iman, Wasima Shehzad, and Sadia Irshad. "Promotional practices in mission and vision statements of corporate companies: A systemic functional linguistic analysis." Liberal Arts and Social Sciences International Journal (LASSIJ) 5, no. 1 (June 30, 2021): 630–47. http://dx.doi.org/10.47264/idea.lassij/5.1.41.
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Promotional strategies have become discursive practices in corporate companies’ mission and vision statements. However, less focus was given to the role of grammar in shaping this text type as part of promotional discourse. Systemic Functional Linguistics (SFL) is arguably the most definite and certain linguistic analysis as a meaning-making resource. Hence, the purpose of this study was to use transitivity grammar theory in SFL to analyse the use of experiential processes in enacting promotional rhetorical moves. Following purposive sampling, mission and vision statements of hundred international companies, which were ranked by current market capitalization, were selected. Using textual analysis, we applied transitivity grammar theory to manually analyse promotional rhetorical moves. The results were quantified and presented in tabulation form. The findings revealed that mental and relational processes are favoured grammatical patterns used by corporate firms to write mission statements that focus on building public image and establish self-concept. The findings of this research can prove helpful for other corporate companies to use similar grammatical patterns to develop mission and vision statements.
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Nagao, Akiko. "Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle." English Language Teaching 13, no. 6 (May 19, 2020): 64. http://dx.doi.org/10.5539/elt.v13n6p64.
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This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how “the teaching learning cycle” influences students’ understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students’ understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students’ pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students’ understanding of essay writing can be used to explicitly examine their improvements.
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Zhang, Xiaodong. "Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective." International Journal of Emerging Technologies in Learning (iJET) 13, no. 09 (September 29, 2018): 136. http://dx.doi.org/10.3991/ijet.v13i09.7910.
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This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.
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Lirola, Maria Martinez. "An Analysis of Alan Paton’s Cry, The Beloved Country as a Discourse of Hope through Cleft Sentences." Buckingham Journal of Language and Linguistics 4 (October 31, 2011): 70–83. http://dx.doi.org/10.5750/bjll.v4i0.38.
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This paper is intended to demonstrate that the recurrent use of the marked syntactic structure called a cleft sentence in the novel Cry, the Beloved Country (1948) has certain communicative implications because it is a structure appropriate to express feelings and to highlight information in climactic situations within this novel.The analysis of cleft sentences in context will point out that they allow the writer to be conscious that he is assuring or denying something in a firm way and that they are also important structures for the textual organization of discourse.The linguistic framework of this paper is Systemic Functional Linguistics (SFL), a linguistic school that establishes a clear link between lexico-grammatical choices in the text and the relevant contextual factors surrounding it. Systemic linguistics explores how linguistic choices are related to the meanings that are being expressed.
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Khorina, Mulyati. "The Circumstantial Relational Process Clauses in Scientific Texts in the Framework of SFL." Jurnal Bahasa Inggris Terapan 4, no. 1 (April 30, 2018): 67–81. http://dx.doi.org/10.35313/jbit.v4i1.1358.
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This paper will present the results of the study of circumstantial relational process clauses in scientific texts, especially in mechanical engineering ones. This study is aimed to identify the relational process occurring in Circumstantial relational process clauses and analyze the lexical verbs realizing the relational processes. To conduct the study, three mechanical engineering textbooks used as references by Mechanical Engineering Students of Politeknik Negeri Bandung (Polban) were used as the source for collecting the data. The method used in this study was qualitative one and Systemic Functional Linguistics (SFL) framework was applied to analyze the data. The results showed attributive relational process occur more frequently than identifying one. The attributive relational process was realized by various lexical verbs. The account of this will be presented in the rest of the his paper. Key words: Systemic Functional Linguistics (SFL), circumstantial clauses, function, structure, identifying process, attributive process