ENGL599 Functional Grammar

1、ENGL599 Functional GrammarENGL 599 Functional Grammar for English Language TeachersStatus: CompulsoryLevel of Study 5Hours 42Credits 3Design Length 1 SemesterMode of Assessment 100% Continuous CourseworkRole and PurposeIn this course, we introduce a functional account of grammar in general and of th

2、e grammar of English in particular, interpreting grammar as a resource for making meaning in context. We explore the multifunctional organization of this resource grammar as a resource for construing our experience of the world around us and inside us (ideational meaning, including both experiential

3、 and logical meaning), grammar as a resource for enacting social roles and relations (interpersonal meaning), and grammar as a resource for constructing these two strands of meaning as a flow of text that is easy for our listeners and readers to process (textual meaning). The course is designed to g

4、ive English teachers an understanding of the overall functional organization of grammar and of why it is organized the way it is, and enable them to develop the skills to analyse text in grammatical terms to analyse experiential, interpersonal and textual patterns in the clause and its constituent e

5、lements (nominal, verbal and adverbial groups and prepositional phrases) and logico-semantic relations used to combine clauses into clause complexes.Learning OutcomesAt the end of this course, you should be able to:?identify lexicogrammatical features of written and spoken texts that are important i

6、n the context of English language teaching and learning?analyse linguistic data and critically interpret written and spoken texts?visualize grammatical structure with box diagrams and other forms of display ?apply functional grammar to English language teaching in the classroom?understand and use th

7、e differences between spoken and written language both as a teaching and learning tool?identify and articulate how to connect ideas in a text and make those ideas flow clearly and effectively?contrast uses of language that are personal or impersonal, direct or indirect, and informal or formal?assess

8、 language explicitly and efficiently to support the learning of all students.In short, by the end of the course, you will be empowered as an English teacher with additional resources and skills. You should be able to function as a more autonomous teacher and be able to help your students become more

9、 autonomous learners.Indicative ContentUpon completion of this subject you will be able to:?work with Functional Grammar: a meaning making model of language?view language as a stratified system, and understand the concepts of context, register, genre and text?identify common educational registers (g

10、enres)?analyse language as meaning making potential through the metafunctions: interpersonal, ideational (experiential, logical), textual?analyse how language is used to enact our roles, relationships and attitudes (interpersonal meaning)?analyse how language is used to construe our experience of th

11、e world (ideational meaning)?analyse how language is used to construct interpersonal and ideational meanings as a flow of text in context (textual meaning)?select and develop teaching material in order to explicitly discuss grammar and support language learning in the classroomFunctional grammar and

12、 traditional grammarIn any language, grammar is the system of wordings the resources for making meanings in the language by constructing them as wordings. (Wordings are combinations of lexical items vocabulary items, content words, grammatical items function words, and grammatical structures.) In th

13、e last 2,000 to 3,000 years, many approaches to the study and description of grammar have developed in different parts of the world; the work by Indian, Greco-Roman, and Islamic grammarians were important early contributions. In Western Eurasia, it was the Greco-Roman tradition that came to dominate

14、, and that is now known as traditional grammar. With roots in the work by grammarians in Ancient Greece and later in Rome, traditional grammar was developed through the Middle Ages, and beyond; important theoretical contributions include the work by the Modistic grammarians in the 13th century and b

15、y Sanctius in his Minerva from the mid 16th century. A simplified, diluted form of this tradition fed into the development of school grammars.Traditional grammar that is, the traditional approach to, and theory of, grammar was pre-scientific; it was not based on the scientific approach to language t

16、hat has developed in the 20th century. In the 20th century, a number of modern theories of grammar have been developed in different parts of the world, in particular, in the second half of the 20th century. They have tended to be either formal in orientation (like Noam Chomskys successive versions o

17、f generative theories), interpreting grammar in terms of form, or functional (like M.A.K. Hallidays systemic functional grammar), interpreting grammar in terms of function.The functional approach to gra mmar we will focus on in this course, Hallidays Systemic Functional Grammar (SFG), is a modern, s

18、cientific theory of grammar with descriptions of many languages, including Chinese and English, based on extensive scientific evidence (e.g. in the form of la rge systematic samples of texts, corpora of texts). It includes key insights from traditional grammar, but goes far beyond traditional gramma

19、r, both in its coverage of grammar and in its ability to explain grammar, linking it to meaning in text and to context: see Figure 1.SFG is being used an developed in many contexts including computational, medical, commercial, and educational ones. It is used widely around the world in educational c

20、ontexts in research into texts used in schools (both written and spoken), in development of new materials, in the design of new syllabi, curricula and curricula.Figure 1: Functional grammar including but transcending traditional grammarForms of Learning and TeachingThis course focuses on the theory

21、of Systemic Functional Grammar, the description based on this theory of the grammar of English, and their relationship to English language teaching. Teaching and learning will take the form of lecture input followed by interactive seminars. Additional exercises will be made available, and can also b

22、e accesses in Martin, Matthiessen & Painter (2010); these exercises are not required but will greatly help with the learning of the material. When you come across terms that puzzle you, it is worth checking them in Matthiessen, Teruya & Lam (2010):Throughout the course, we welcome and depend on feed

23、back from you. You can give us feedback in lectures or tutorials, or by sending us e-mail messages. If there is someth ing you dont understand, let us know right away, since this is the only way well know that we should explain it again or provide additional materials. How much you get out of the co

24、urse will depend to a large extent on how active you are in taking charge of your own learning processes.One of the components of the assessment, the learning journal, is designed specifically to help you take charge of your learning to help you become autonomous learners, and to create a dialogue b

25、etween you and your lecturers and tutors. You will produce an entry in the journal for every week, and these entries will be read on a weekly basis.AssessmentThe assessment is 100% coursework, designed to enable you to monitor the development of your understanding of the functional organization of t

26、he grammar of English and to practise the text analysis skills you will need as English teachers. There are two assignments (35% each), both consisting of carefully scaffolded tasks based on authentic texts, a learning journal (20%), and a text archive (10%). Assignment 1:The first assignment covers

27、 the general introduction to the functional organization of the grammar of English and the textual organizationof the clause (IFG Chapters 1 through 3, with some reference toChapter 9).Assignment 2: The second assignment covers the interpersonal and experiential organization of the grammar of the En

28、glish clause, logical relationsbetween clauses, and the internal organization of the elements ofclauses (IFG Chapters 4 through 8, with particular emphasis onChapters 4 and 5).The goals of these assignments are to provide you with an opportunity to:?analyse authentic texts relevant to educational co

29、ntexts?demonstrate your knowledge of SFL and your ability to applythat knowledge to text analysis?relate the analysis of text to the interpretation of patterns in text?assess students strengths and weaknesses as revealed in textsby using tools of SFL?reflect on the value of text analysis for your ow

30、n professionalpracticeLearning journal: The learning journal is an important resource for you as you develop your strategies to become autonomous learners, masteringthe techniques of independent and life-long learning. It will alsohelp you take an active part in the course. In the learning journal,y

31、ou have to:(a)comment on what you have learned and issues you are unclearabout, and(b)discuss how you can apply what you have learned during thelectures and the reading you have done during thecorresponding period, and how you can relate them to yourown professional practice.In order to achieve what

32、 mentioned above, you have to collect ATLEAST ONE text from the context(s) of your professional practice(e.g. texts from textbooks you use in class with your students ifyou are a language teacher), analyze the text(s) collected in termsof the grammatical issue(s) that you have learned or encountered

33、in the reading.You should have the texts you collect for the learning journalready for discussion during lectures and seminars.The learning journal will be assessed according to the followingcriteria:(i)Whether students can critically review what they have learnedand actively participate in the subj

34、ect, which is reflected inPart (a) mentioned above;(ii) How well students relate the subject content to theirprofessional practice, in particular language teaching, which isreflected in Part (b) mentioned above; and(iii)How relevant the text(s) collected is/are to the grammaticalissue(s) that you ha

35、ve learned or encountered in the readingand the accuracy of the analysis done to the text(s) collected.Text Archive: At the end of the semester, you should have collected a good number of texts, which have been analyzed in terms of grammar. Based on thegrammatical analysis, you have to organize the

36、texts accord ing to thetext typology (Matthiessen, Teruya & Lam, 2010:220), which isintroduced in the subject.Tentative Schedule for Teaching/Learning and AssessmentsLinks to other SubjectsThis course provides you with a solid foundation in using the tools of functional grammar and text analysis, an

37、d in reflecting critically on the pedagogical applications of these tools. Functional grammar is used in many courses as a basis for understanding discourse and analysing discourse.ReadingCourse bookHalliday, M. A. K. & Christian M.I.M. Matthiessen. 2004.An Introduction to Functional Grammar. London

38、: Hodder Arnold. IFGResource booksMartin, J.R., Christian M.I.M. Matthiessen & Clare Painter. 2010. Deploying Functional Grammar. Beijing: Commercial Press. A workbook for IFG,including reading guides, analysis help, trouble shooting sections andgraded exercises.Matthiessen, Christian M.I.M. 1995. L

39、exicogrammatical cartography: English systems. Tokyo: International Language Sciences Publishers. Anaccount of the grammar of English based on the systemic organization ofthe description of the grammar, with more detail than in IFG, moreexamples and more analysed texts.Matthiessen, Christian M.I.M.

40、& M.A.K. Halliday. 2009.Systemic Functional Grammar: A First Step into the Theory.Bilingual edition (Englishoriginal and Chinese translation), with introduction by Huang Guowen.Beijing: Higher Education Press.Matthiessen, Christian M.I.M., Kazuhiro Teruya & Marvin Lam. 2010. Key terms in systemic fu

41、nctional linguistics. London & New York: Continuum. Anextended glossary of key technical terms in systemic functionallinguistics, including terms that you will meet in IFG.Thompson, G. 2004. Introducing Functional Grammar. London: Arnold. A more introductory book than IFG, designed for undergraduate

42、 students. Recommended further readingBurns, A. and Coffin, C. (eds.) 2001. Analysing English in a Global Context: A Reader. London: Routledge.Caffarel, Alice. 2006. “Learning advanced French through SFL: learning SFL in French.” In Heidi Byrnes (ed.), Advanced instructed language learning: The comp

43、lementary contribution of Halliday and Vygotsky. London & New York: Continuum. 204-224.Christie, Fran. 2005. Language Education in the Primary Years.Sydney: UNSW Press.Christie, Fran & Beverley Derewianka. 2008. School discourse: Learning to write across the years of schooling. London & New York: Co

44、ntinuum.Christie, Fran & Martin, J.R. (eds.) 2007. Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. London: Continuum. Coffin, Caroline. 2006. Historical discourse. London & New York: Continuum. Coffin, Caroline, Jim Donohue & Sarah North. 2009. Exploring Englis

45、h grammar: from formal to functional. London: Routledge.Derewianka, Beverley M. 2000. Pedagogical grammars. In C. Coffin & A.Burns (Eds.), Analysing English in a Global /doc/37fc1f1e6bd97f192279e9fe.html: Open University/Routledge.Derewianka, Beverley M. 2003. Grammatical meta

46、phor in the transition to adolescence. In A. Simon-Vandenbergen, M. Taverniers, & L.Ravelli (eds.), Grammatical Metaphor: Views from Systemic Functional Linguistics. Amsterdam: Benjamins. 185-220.Derewianka, Beverley M. 2003. Making grammar relevant to students lives. In G.Bull, & M. Anstey (eds.),

47、The Literacy Lexicon (Second Edition).NSW: Pearson. 37-50.Derewianka, Beverley M. 2003. Trends and Issues in Genre-Based Approaches.RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 34 (0), 133-154.Eggins, S. 1994. An Introduction to System Functional Linguistics. London.

48、Pinter Publishers.Gibbons, John & Victoria Markwick-Smith. 1992. “Exploring the use of a systemic semantic description.” International Journal of Applied Linguistics 2.1: 36-51. Gibbons, Pauline. 2002. Scaffolding language, scaffolding learning: teaching second language learners in the mainstream cl

49、assroom. Portsmouth, N.H: Heinemann.Halliday, M.A.K. 1985. Spoken and Written Language. Geelong: Deakin University PressHalliday, M.A.K. 2007. Language and Education. (Collected Works of M.A.K.Halliday, vol. 9, edited by Jonathan J. Webster.) London: Continuum. Halliday, M.A.K. http:/www.wendangku.n

50、et/doc/37fc1f1e6bd97f192279e9fe.htmlnguage and Society. (Collected Works of M.A.K.Halliday, vol. 10, edited by Jonathan J. Webster.) London: Continuum. Halliday, M.A.K. & Ruqaiya Hasan. 1976. Cohesion in English. London: Longman. Halliday, M.A.K. & Edward McDonald. 2004. Metafunctional profile of th

51、e grammar of Chinese. Alice Caffarel, James R. Martin & Christian M.I.M.Matthiessen (ed.), Language typology: a functional perspective. Amsterdam: Benjamins. 305-396.Halliday, M.A.K. & James R. Martin 1993 Writing Science: literacy and discursive power. London: Falmer.Li, Eden. 2007. Systemic functi

52、onal grammar of Chinese: a text-based analysis.London & New York: Continuum.Lock, Graham. 1996. Functional English Grammar: An Introduction for Second Language Teachers. Cambridge: Cambridge University PressMacken-Horarik, Mary. 2002. Something to shoot for: A systemic functional approach to teachin

53、g genre in secondary school science. In Johns, A. (ed.) Genre in the Classroom: Multiple Perspectives.London: Lawrence Erlbaum Associates. 17-42.Martin, J.R. 1985. Factual Writing: Exploring and Challenging Social Reality, Geelong, Vic: Deakin University Press (republished by OUP 1989).Martin, J.R.

54、2000. Design and practice: enacting functional linguistics. Annual Review of Applied Linguistics. 20: 116-126.Martin, J.R. & Fran Christie (eds.) 1997. Genre and Institutions: Social Processes in the Workplace and School. London: Cassell Academic.Martin, J. R. & Rose, D. 2007. Working with Discourse

55、: meaning beyond the clause.London: Continuum. 2nd edition.Martin, J. R. & Rose, D. in press 2008. Genre relations: mapping culture. London: Equinox.Martin, J. R & White, P.R. 2005. The Language of Evaluation: appraisal in English.London: Palgrave.Matthiessen, Christian M.I.M. 1995. “THEME as an ena

56、bling resource in ideational “knowledge” construction.” In Mohsen Ghadessy (ed.), Thematic developments in English texts. London & New York: Pinter. 20-55.Matthiessen, Christian M.I.M. 1996. “Tense in English seen through systemic-functional theory.” In Christopher Butler Margaret Berry Robin Fawcet

57、t & Guowen Huang (eds.), Meaning and form: systemic functional interpretations.Norwood, N.J.: Ablex. 431-498.Matthiessen, Christian M.I.M. 1999. “The system of TRANSITIVITY: an exploratory study of text-based profiles.” Functions of Language 6.1: 1-51. Matthiessen, Christian M.I.M. 2002. “Combining clauses into clause complexes: a multi-faceted view.” In Joan Bybee & Michael Noonan (eds.), Complexsentences