1. Language system – Texts 2. Key Researchers
What do they mean? Why can we make meaning from them? Do they mean the same to everyone?
When I got home last night, I could not believe what ………….. had done.
cost of interest fees. A substantial education program is required to reverse
this trend.
3 main kinds of meaning simultaneously:
1.Experiential: information (field)
What’s the context of the text? What accompanies the language? What kind of a text is it? (genre) What are the stages of the text? What is it about? (field) Who is involved? (tenor) Mode of communication? (mode)
Tenor Tenor continuum
equal status….………great difference in status


familiar …….…………..………...….very distant
great deal of …………………………………little emotional expression
2.Interpersonal: relationships (tenor) 3.Textual: relation to mode (mode)
Field
Field continuum

everyday ………..specialised ………highly fields fields technical fields
expectation of a gift laden Christmas has
lead some families to incur debts beyond their means of immediate repayment,
leading to the additional and spiralling
Language Education: Christie; Macken and Rothery Visual art: O’Toole; Kress and van Leeuwen; Unsworth
Psychotherapy: Eggins; MacKinnon
Artificial Intelligence: Bateman Speech Pathology: Armstrong
KEY RESEARCHERS
Development of systemic linguistics:
Sydney systemists: Michael Halliday (from 1970s); Hasan; Martin; Matthiesson
Links with other systemists: Gregory; Sinclair and Coulthard
References:
Eggins (1994) An Introduction to Systemic Functional Linguistics, Pinter Love, Pigdon, Baker Built (Building Understandings in Literacy and Teaching) CDROM 2nd Edition, University of Melbourne
B: Here you are.
A: Thankyou. B: Thankyou.
Data reveals that the greatest consumer
spending traditionally occurs during the
pre Christmas period. A consequence of this spending is debt. The publicity and
mode
LANGUAGE REGISTER
GENRE
SEMIOTIC SYSTEM
(SYMBOLIC MEANING MAKING SYSTEM)
meaning (discourse / semantics) words and structures (lexico – grammar)
sounds / letters (phonology / graphology)
Difnd functional grammar
traditional
Sentence
Word
functional
Text
Word
level language
Written
level but usually with large chunks Spoken, written, multimodal
Topic
Relationships
Mode
A: Yes Please
What’s the context of the text? What accompanies the language?
B: Can I have those two?
A: Yes. One’s forty five. One’s twenty What kind of a text is five. it? (genre) B: And have you got ………………….. What are the stages of the text? A: Yes. How many would you like? B: I’ll take two A: Right. That’s four dollars twenty altogether. What is it about? (field) Who is involved? (tenor) Mode of communication? (mode)

emotional expression
Mode
Mode continuum

most spoken-like………....… most written-like
A representation of the model of language
CULTURE
SITUATION
tenor field
Correctness Grammar
Correctness
not consider context Discrete grammar exercises
related to context
within study of genre - how contributes to meaning
What choices are possible? What’s the implication of the choice?
What is implied about what a language system has to encapsulate?
Culture Genre What is the broad and specific context? How does that impact on the text? What is the specific purpose of the text? How is it organised to achieve this? What is being discussed / written about? Who is taking part? What is the nature of their relationship? What are their statuses and roles? Is it spoken, written or multimodal?
Introduction to functional grammar
Systemic Functional Approach Systemic Approach Systemic Linguistics
Functional Semantic Approach
Introduction to functional grammar