HALLIDAY’S
CONCEPT OF FUNCTIONAL GRAMMAR 1
Halliday’s concept of functional Grammar
Muhammad Khalid Mehmood
Department of English Linguistic, The Islamia University Bahawalpur
ENG-33102-34268: Descriptive Linguistics
July 31, 2021
2
Table of Contents
Functional Grammar..................................................................................................................................5
Conceptual Framework..............................................................................................................................5
CLAUSE AS A MESSAGE:.....................................................................................................................6
Theme and Rhyme................................................................................................................................6
Thematic Equatives....................................................................................................................................7
Theme and Mood.......................................................................................................................................7
Theme in declarative clauses.....................................................................................................................7
Theme in interrogative clauses..................................................................................................................8
Theme in imperative clauses......................................................................................................................8
Textual, interpersonal, and topical themes................................................................................................8
Clause as Representation in Functional Grammar.....................................................................................9
Components of Clause as representation...................................................................................................9
Types of processes.....................................................................................................................................9
Behavioral process................................................................................................................................9
Material Processes (processes of doing)...............................................................................................9
Mental processes of perception, affection, cognition (thinking, knowing)........................................10
Relational processes (being and having).............................................................................................10
Process Carrier....................................................................................................................................10
Behavioral processes...........................................................................................................................10
Verbal processes (processes of saying)...............................................................................................11
Existential processes...........................................................................................................................11
Main types of Circumstance in English...................................................................................................11
Questions.................................................................................................................................................12
What do we mean by clause as representation?..................................................................................12
What is centrally important in clause as representation?....................................................................12
What are the different types of processes? What are the main types of processes?...........................12
Conclusion...............................................................................................................................................12
Reference.................................................................................................................................................12
Halliday’s concept of functional Grammar 3
Halliday’s concept of functional Grammar
Functional Grammar
Functional grammar, a grammar model developed by Michael Halliday in the 1960s,
while still new to most EFL teachers, has aroused great interest for researchers. Despite
controversies about its application into classroom teaching, (e.g., too many concepts and
terms) functional grammar is gaining popularity in schools and is helpful for EFL students to
achieve success. In the field of language teaching, functional grammar has more applications
to speaking and writing. The main reason is that functional grammar serves the
communicative purpose of EFL students’ learning the English language and provides the
opportunity for EFL students to recognize the linguistic features of the language, which they
need to learn for success at school (Schleppegrell, 2004).
Functional grammar, based on systemic linguistics, emphasizes the way spoken and
written language operate in different social situations. In particular, it is very useful in
showing how texts work beyond the level of the sentence, how different texts are structured,
and how language varies to suit the purpose of the users. It takes on a descriptive approach
and focuses on groups of words that function to make meanings.
Conceptual Framework
In his classic book An Introduction to Functional Grammar, Halliday (1994) points
out that functional grammar is so-called because its conceptual framework is a functional one
rather than a formal one. It is functional in three distinct senses: in its interpretation (1) of
texts, (2) of the system, and (3) of the elements of linguistic structures.
Example 1.
Traditional grammar
His good friend wrote this book in America.
Pron. Adj. N. V. Pron. N. Prep. N.
Functional grammar
His good friend wrote this book in America.
Nominal group Verbal group Prepositional group
Example 2.
Traditional grammar
Halliday’s concept of functional Grammar 4
This bridge was built before the 19th century.
Subject Predicator Adverbial
Functional grammar
This bridge was built before the 19th century.
Theme Rheme
Functional grammar
This bridge was built before the 19th century.
Goal Process Circumstance
CLAUSE AS A MESSAGE:
Theme and Rhyme
A clause is a unit in which three meanings are combined to produce a single wording.
We'll start looking at them by the meaning that gives the clause its message character:
thematic structure. In all language’s clauses constitute messages and make themselves
recognizable as such by granting distinct status to the thematic structure. In English this is
achieved through word order: it is placed first and, following the terminology of the Prague
School, we call it Theme. It is the starting point for messages, and the rest of the message is
used to develop it, this is what we call Rhyme. Clause, therefore, consists of Theme and
Rheme.Themes set the scene for the clause and position it in relation to the text. The speaker,
then, selects the desired Theme depending on his or her preference (+ indicates the boundary
between Theme and Rhyme):
The duke + has given my aunt that teapot
My aunt + has been given that teapot by the duke
That teapot + the duke has given to my aunt Of course; a Theme must not necessarily
consist of a nominal group. As a kick-off, we may say the Theme is the first group with a
function in the structure of the clause, and that the most common one is that of a participant
realized by a nominal group. Sometimes these are focused on by announcing them with a
formula like
Halliday’s concept of functional Grammar 5
about as for or about. Themes may also be marked through intonation when they’re
realized by adverbial groups, or when the nominal group is not the object, or any time when
word order is unexpected.
Thematic Equatives
So far, we made two assumptions: themes consist of only one structural element, and
that element is represented by just one unit or group. Structural elements can be formed with
a complex of two or more groups like:
The Walrus and the Carpenter + were walking close at hand
On the ground or in the air + small creatures live and breathe Still; these Themes are
simple because they constitute a single element in the clause. There is a special thematic
resource whereby different structures are grouped into one Theme +Rhyme structure:
thematic equatives. In these, all elements of the clause are grouped into two constituents,
linked by an 'equals sign' realized by verb be:
What the duke gave to my aunt was that teapot.
The one who gave my aunt that teapot |was the duke the first example represents the
feature of nominalization; a group of elements is made to functions a nominal group in the
clause. In the examples, nominalizations act as Themes. As usual in language, there is also a
marked form in which nominalization goes last and becomes Rhyme:
That is the one I like
A thematic equative (or pseudo-cleft) is a clause with a thematic nominalization in it
and expresses the Theme-Rhyme structure so as the Theme can consist of any set of
elements. It identifies (specifies) what the Theme is and identifies (equates) it with the
Rhyme.
Theme and Mood
Determines the elements typically chosen as Theme in English clauses. Clauses can
beimperative or indicative in mood; the latter can be declarative or interrogative, and these
yes/no-interrogatives or WH-interrogatives
Theme in declarative clauses
The typical pattern is a Theme = Subject structure: the unmarked Theme. Most often
this is realized by personal pronoun
I; then come the rest of pronouns you, we, he, she, it
Halliday’s concept of functional Grammar 6
And they; the most usual after that are impersonal pronouns it and there; last come
other nominal groups with common or proper nouns as head, and nominalizations. A Theme,
which is not subject we, call marked Theme: adverbial groups, prepositional phrases (Today,
at night...) or any elements functioning as Adjunct. The most marked Theme in declaratives
is a Complement: a nominal element which could have, but has not, been selected as subject,
and that has been fore grounded to Theme position: This responsibility we accept wholly that
I could do without a special case of thematic structure is that of exclamative, they normally
have a WH-element as Theme:
How dreadful she sounds!
Theme in interrogative clauses
The typical function of interrogatives is requesting information, either through the
indication of polarity 'yes/no’ or expecting the hearer to come back with some piece of
information depending on the thematic element chosen: Who Means the speaker expects to
hear a person's name, when a point in time, and so on. This mechanism has become part of
the English language system: Who + wants a glass of white wine? Where + did you get that
from?
Theme in imperative clauses
The basic meaning of imperatives is giving commands or advice. The subject can be
made explicit, but since that is not usual, doing so would render a marked sentence; curiously
enough, the predicator is here the unmarked Theme:
You + keep quiet! (Marked) As for you + keep quiet! (Marked) Keep + quiet!
(Marked)In negative imperatives, the unmarked element is don’t plus any element, and
expressing a subject renders a marked form: Don't argue + with me (u) Don't you + argue
with me (m)Imperatives are the only type of clause where the predicator is regularly the
unmarked Theme. Mood of clause | Typical 'unmarked' Theme declarative | nominal group
functioning as subject interrogative 'yes/no’ word of verbal group and nominal group as
subject interrogative 'WH-' | interrogative wh-element imperative 'you' | predicator and
preceding don’t if negative imperative 'you and if negative exclamative | nominal or adverbial
group functioning as exclamative wh-elementIf other element comes first, we are making a
marked choice of Theme. In these cases, the speaker may want to express special setting for
the clause or provide it with a feature of contrast.
Textual, interpersonal, and topical themes
Halliday’s concept of functional Grammar 7
The clause construes an expression of human experience: processes, participants and
circumstances. Themes contain one and only one of these elements, so the Theme of a clause
ends with the first constituent belonging to those categories, which is called topical Theme.
There may be other elements in the clause preceding the topical Theme which, in any case,
play no experiential role, and normally no more than one or two of them occur. To illustrate
multiple themes with several elements we’ll use an example:
“Well but then surely Jean wouldn’t the best idea be to join in.
Clause as Representation in Functional Grammar
According to Halliday A language evolves in response to the specific demands of the
society in which it is used the nature of language is closely related to the functions it has to
serve” “It reflects aspects of the situation in which it occurs” Representation of human
experience we use language as an instrument of thought or to conceptualize or representation
the experiential or real world to ourselves, including the inner world of our own
consciousness. Therefore, another name for clause as representation is clause as experiential
construct Halliday terms this aspect as the ideational function of language.
Components of Clause as representation
Ali gave me a book yesterday with a smile in the garden. In this sentence Process:
gave Participants: Ali, me, a book ,Circumstances: yesterday, with a smile, in the garden.
What is centrally important in clause as representation?
Process. It is so because it is process that largely determines the types of participants
that are possible. Halliday refers to it as the system of transitivity. Transitivity is the overall
resource for constructing goings on(experience). It means the kind of activity expressed by a
sentence, participants and the manner of participants. The following figure shows the
importance of process in transitivity.
Types of processes
Behavioral process
1. Material process 2. Mental Process (Verbal process Existential process)
3.Relational process
Material Processes (processes of doing)
Halliday’s concept of functional Grammar 8
they express the notion that some participant (called actor) does something (may be to
some other entity, called goal). Verbs of action like run, kick, climb, spring, etc. are used.
Material process Participant Process Participant The post kicked the boy Example (no goal)
resigned the mayor Example Goal (optional) Material process Actor
Mental processes of perception, affection, cognition (thinking, knowing)
These are expressed by verbs of feeling, perceiving and thinking such as
like,hate,love,know,think and understand Here, participants have different names of Sensor
(the conscious being animate or inanimate that is feeling, thinking or seeing) and
Phenomenon(that which is sensed or felt) Mental process the king Can recognize I Example
Participant Process Participant The gift liked Mary Example (Implied phenomenon) knows
Jim Example Phenomenon Mental process Sensor.
Relational processes (being and having).
In these clauses a relation is being set up between two separate entities. Relational
clauses construe being and do this in two different modes, attribution, and identification.
These two types of this process have different sets of participant’s roles :( 1) attributive
clauses with Carrier attribute, and (2) identifying clauses Attributive clauses complete
nonsense. Timid creatures wise tall a poet sounds are your story Mice Sarah My brother Ali
Attribute
Process Carrier
Attributive and Identifying modes in attributive mode we ascribe some quality to
some entity, and it means that entity is a member of the class having that quality. Ali is a
poet. Poet is the name of a class. So, Ali is a member of the class of poets. 1. My brother is
tall. My brother (carrier-member) is tall (attribute=class) My brother belongs to the class of
people who are tall. It implies that there are other tall people besides. My brother is the tallest
one in the family. My brother (identified) is the tallest one in the picture (identifier).
Identifying mode Hamlet, the clever one Played Is Mr. Garrick Alice Identifier Process
Identified. The difference of reversibility the identifying clauses are reversible. It can be said
the tallest one in the picture is my brother. But we cannot say Tall is my brother.
Behavioral processes
Halliday’s concept of functional Grammar 9
physiological and psychological, verbal, and mental behavior. They are expressed by
verbs such as cough, yawn smile, breathe, faint, sleep,
look,watch,stare,listen,think,worry,dream,sing ,dance, lie(down).sit up/down.
chatter,grumble,talk,cry ,laugh, smile,frown,sing ,snarl, whine. As distinct from other groups,
only one participant is required, the person doing the laughing, smiling and coughing or
yawning. This participant is termed the Behavioral conscious being like the SENSOR, but the
process is more like one of “doing”. Participant Process participant laughed They Example
frowned He Example Behavioral Process Behavior.
Verbal processes (processes of saying).
This is a large category that not only includes not only the different modes of saying
asking, commanding, offering, stating) but also semiotic processes that are not necessarily
verbal (showing, indicating), as in His face tells stories untold. The central participant is the
SAYER. The VERBIAGE is what is said, and TARGET or RECEIVER is the person it is
said to Verbal process Willie He Sayer it said Example a story me told Example verbiage
Receiver in Verbal process.
Existential processes
These represent that something exists or happens, as in There was a cat. or There was
a solitary girl. In these cases what we are doing is affirming the existence of something, or
someone. As with behavioral verbs there is only one participant here. In these clauses there
acts as a grammatical subject, but it doesn’t fulfill any function outside of its grammatical
role. The only significant element is the thing, or person, being affirmed as existing. This is
termed the existent. Existential verbs Example A problem Seems to be There an old woman
Was Their A picture hangs there on the wall Existent entity Existential process Grammatical
subject Circumstance Processes and their components existent Existential Receiver/target
Sayers Verbal Behavior, Behavioral Attribute/identifier Carrier / identified. Relational
Phenomenon Sensor, Mental goal Actor, Verbal participant, and Participant process.
Main types of Circumstance in English
Halliday’s concept of functional Grammar 10
Main types of Circumstance in English with a hammer Means, quality, comparison
Manner in June, from Paris Place, time Location For three hours Distance, duration Extent
Example Specific Categories Type Examples of circumstance Ali had slept in the car.
(Location, place) See you in the morning (location, time) They pulled the ropes again (extent
frequency) Recall Significance of clause as representation Importance of process
Components of process types of processes participant Types of circumstances.
Questions
What do we mean by clause as representation?
According to Halliday functions of language according to its users are of two types, 1.
ideational function, 2. interpersonal function of language. In clause as representation, we deal
with ideational functional. Speaker’s experience of the real world including his own inner
world of consciousness is represented or conceptualized.
What is centrally important in clause as representation?
Answer: Process What are the components of clause as representation? 1.Process 2.
Participant 3.circumstances
What are the different types of processes? What are the main types of processes?
There are six types of processes Material processes(main)(doing) Mental processes
(main)(thinking) Relational processes(main)(being and having) Behavioral processes Verbal
processes Existential processes
What is VERBIAGE? What is PHENOMENON? In verbal processes, main
participant is SAYER, and VERBIAGE is what is said, and RECEIVER or TARGET is the
person it is said to. PHENOMENON is the term used in mental processes it refers to the thing
sensed or felt by the SENSOR What are the three main types of circumstance? Extent
Location Manner
Conclusion
Reference
