W4: Systemic functional linguistics and language teaching

Language learning is a complex process. It is not only about learning vocabulary and grammar but also involves how to use appropriate words and grammatical choices to interpret and make meaning with the language according to different functions and situations.

According to Butt, Fahey, Feez, Sprinks and Yallop (2000), a text is "language that is functional"(p.3), it can be both spoken and written, it is "a harmonious collection of meanings appropriate to its context." (p.3) Context of culture and context of situation are two contexts occur in a text. Context of situation which is the innor context of the text includes three aspects: field, tenor and mode of discourse. There would be a substantially different text even if only one of these three parameters is changed.

A functional view of language considers language envolving three major functions: ideational(experiential and logical), interpersonal and textual metafunctions, and three parameters of context of situation reflect such three functions.

Under the systemic functional approach, each sentence encodes both three meanings and the related three functions of language. As a teacher, we need to think about language as a text, and every text has to be in a specific context. We need to give learners language of whole authentic texts , and let them to explore the meanings, words and structures possible in the contexts.

The extraligustic levels of context of culture and context of situation are realised in three content levels of language: semantics, lexicogrammar and expression level. In terms of stylistics, any texts can be compared in the aspects of register and genre. Texts belonging to the same register share common meanings and patterns of lexicogrammar. Therefore, it is important for teacher to evoke student's awarness of such patterns to help them create texts easily. As for genre, texts share same structural elements beling to the same genre or text type. Thus, if students know the structures of different genres, it is likely they can produce an appropriate text without difficulty. Thus, it is significant for teachers to introduce examples of text types, purposed for using language and structural elements of texts to the class consciously.

Under the concept of functional grammar, grammar can be functionally changed to convey different meanings. Language teachers, then, can show their learners how processes are related to sturcture, and the learners can respond to the texts critically. Likewise, by changing the theme of a sentence, the emphasis can be changed. Be aware of the thematic structure of a text seems enable us to understand the coherent of the text easier. Therefore, as a language teacher, it is noteworthy to focus on the textual themes to help students managing spoken interaction and understanding written texts and eventually all of these will benefit their written skills. In addition, the interpersonal metafunction seems related to interpersonal communication in that meanings can be encoded in different ways in English, therefore, language learners need to know how to respond to, manage and exchange in different situations. (Butt, Fahey, Feez, Spinks and Yallop, 2000)

In short, as a language teacher, we need to take a functional view of language, always think about language in a specific context and support our learners to participate in the process of making meaning with language.

Reference:

Butt, D., Fahey, R., Feez, S., Spinks. S., & Yallop., C. (2000). Using functional grammar. An explorer's guide (2nd ed.). Sydney: NCECTR.