#6 S.F.L. Systemic Functional Linguistics

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Systemic Functional Linguistics (SFL) / Grammar

What is SFL?

SFL is a linguistic theory in which language is viewed from a functional perspective. It looks at how language is used to achieve certain communicative goals ¹. SFL scholars consider language as inseparable from context and they argue that people make different linguistic choices based on the subject matter of their text, who their interlocutor is, and whether the language is spoken or written- known in SFL as the field, tenor, and mode ². Field, tenor, and mode work together to build three different types of meaning simultaneously within the text: experiential or ideational, interpersonal, and textual ³. Figure 1 below from Troyan (2014) represents how the three types of meaning, (represented by field, tenor, and mode), work together to achieve the overall social purpose of the text. This visual help understand how the various pieces work together to form the text.

The source is the language, SFL is a theory that explains what language is. There is a kind of paradox in language because for some theorists, language is learned individually but for a purpose to communicate to somebody else. For others, language comes in functions, here appears the idea of the language being a system of functions. This system explains language, and what is language; language is based in a set of exchanges. It is not something homogeneous. Genre is divided into many types. A text is never pure, it has many types.

Why is SFL useful?

Being able to analyse the use of field, tenor, and mode allows students to see how language works to make meaning in various school-based texts ⁴. This is different than traditional grammar teaching because students are not being given rules of thumb to memorize and attempt to use in their writing ⁵. In SFL, students are taught how vocabulary and syntax work together to form meaning. If students understand how language works in a specific discipline, they will be able to make appropriate linguistic choices to convey their thoughts completely and concisely ⁶. 

Cites:

1- (Derewianka, 2011; Troyan, 2014)

2-  (Aguirre- Muñoz, Park, Amabisca, & Boscardin, 2007/2008; Coffman, 2012; Derewianka, 2011; Donohue, 2012; Gardner, 2012; Gebhard & Harman, 2011; Liamkina & Ryshina-Pankova, 2012; Schleppegrell, 2013; Troyan, 2014)

3- (Coffman, 2012; Gebhard, 2010; Gebhard & Harman, 2011; Liamkina & Ryshina-Pankova, 2012; Troyan, 2014; Yasuda, 2011)

4- (Gebhard, 2010)

5- (Gebhard, et al., 2007; Liamkina &Ryshmina-Pankova, 2012)

6- (Derewianka, 2011; Fang, 2005; Gebhard, et al., 2007; Gebhard & Harman, 2011; Liamkina & Ryshmina-Pankova, 2012)

2- Genre, text, grammar 

 

3- Basic Principles of SFL

Basic Principles of Systemic Functional Linguistics

An Introduction to Systemic Functional Linguistics 

4- Systemic Functional Linguistics

Visible Thinking is a broad and flexible framework for enriching classroom learning in the content areas and fostering students' intellectual development at the same time.

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How is SFL important for us, teachers?

The video sets that SFL provides what it calls metalanguage, which is language about language that can help both, ELL´s (english language learners) and native English learners as well as teachers. They can analyse texts for the purposes of determining how writers make choices to produce meaning. We know now, after being plunged in the SFL world, what is beyond our knowledge and the importance of the benefits of SFL. The source is the language, while it explores both, how people use language in different contexts and how language is structured as a semiotic system. This theory explains mainly what language is. For some theorists, language is a system of functions. This system explains language, and what is language; language is based in a set of exchanges and it is not something homogeneous. There is a paradox in language because for others, language is learned individually, not for the sole purpose to communicate with somebody else but to dive into the context and realia of other culture.

Now, I can clearly figure out that metacognition, as it has been said, is an awareness of our own process of learning.Using new strategies and tools, learning becomes a dynamic activity. I can define myself as a visual-auditory learner, I discovered I feel comfortable working in both zones. However, I must admit that this entry was a real challenge because I have learned to use many Google apps I ignored they existed in a very short lapse of time. It is important for us, as future teachers to explore, as far as we can, a great variety of resources, either to prepare our lessons or to offer them to our students in the production of their tasks.

Leticia Flocco

  

all charts by: Costa/ Flocco