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1. Theory Introduction
Systemic Functional Linguistics is one of the most important contemporary western linguistics. Among it,
Systematic Functional Grammar proposed by M.A.K. Halliday has the most overall and systematic opinions, and
thus it is generally regarded as the most authoritative and representative. Language is the result of social activities
and serves various functions in human communication. Halliday classifies these functions into three
metafunctions: ideational function, interpersonal function and textual function. Textual function is mainly
embodied by theme-rheme structure, information structure, voice and cohesion. Cohesion is a kind of semantic
relationship between discourse components. According to Hallidays classification, cohesion includes structural
cohesion and non-structural cohesion. Structural cohesion involves transitivity, mood, theme-rheme structure,
information structure, parallel structure, tense and aspect. Non-structural cohesion refers to lexico-grammatical
cohesion. Grammatical cohesion includes reference, substitution, ellipsis, conjunction and lexical cohesion
includes collocation and reiteration. Here non-structural and structural cohesion make up a complete cohesive
system network of discourse.
Since its establishment, Systematic Functional Grammar has had great influence in language teaching,
especially English teaching. Halliday personally puts much emphasis on language learning and teaching. He even
thinks the original intention of establishing Systematic Functional Grammar is for the use of education (Halliday
& Hasan, 1976). Hu Zhuanglin holds the point that discourse analysis based on textual function can take great
effect in the following parts of English teaching: reading, writing, translating grammar, etc (Hu, 2001). In the
following part, the author will mainly discuss the application of conjunction in English teaching.
Jian Yang (1974- ), male, M .A., lecturer of the Foreign Languages Department, Harbin Engineering University; Research fields:
English literature, English linguistics, English teaching & research; Address: Foreign Languages Department, Harbin Engineering
University, Harbin, Heilongjiang Province, P.R.China; Postcode: 150001.
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relation that a text could only be totally understood by referring to other parts of the discourse, it is a kind of
cohesion. People may understand the semantic relation between sentences through using conjunctive elements.
Thus, the conjunctive elements include not only the conjunction in syntactic grammar but also the adverbials
reflected by the adverbs or preposition phrases which have conjunctive meaning, such as later, similarly, in
this respect, etc.
Halliday and Hasan regard conjunction as the semantic relation in its cohesive function(1976: 76). They
have explained four types of conjunction: (1) additive, including and, furthermore, in addition, etc; (2)
adversative, including but, on the other hand, however, etc; (3) causal, including because, so, for this
reason, etc; (4) temporal, including next, formerly, in the end, etc. Halliday (1985) further classified
conjunction into three more abstract types: elaboration, extention and enhancement. The three types can be further
classified. Elaboration includes apposition like in other words and clarification like or rather. Extention
includes addition and variation like alternatively. Enhancement includes spatio-temporal like there,
previously and causal-conditional like consequentlyand in that case.
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have weighed not less than four hundred pounds. Seeing the impossibility of turning her, we gave up the attempt
and seized a hind flipper each, holding back with all our might. But she had reached the damp sand by now, where
her powerful flippers could obtain a hold and in spite of our utmost exertions she dragged us, little by little, into
the sea. Through the shallows she went, while our grips weakened; then suddenly, as she plunged into deep water,
we were forced to let go. (Cohen, 1990: 123)
The italic words and phrases in the above paragraph are all conjunctive items. They clearly indicate what
relationships are shown in the passage, and from these relationships we can see that this passage is written
according to time sequence, and the sequence of actions will appear in our mind like a film --- as we well
understand it.
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5. Conclusion
From the above discussion, we can see the linguistic knowledge of conjunction can benefit students a lot in
their English study. Other components of Systematic Functional Grammar have the same functions in English
teaching. English teachers can at times teach some linguistic knowledge about textual function or Systematic
Functional Grammar to their students in order to help English teaching. Further research in this field is still
needed and expected with joint efforts of English teachers and experts.
References:
1. Cohen, Andrew D.. Language Learning. Newbury House Publishers. 1990.
2. Halliday, M.A.K.. An Introduction to Functional Grammar. London: Longm an. 1994.
3. Halliday, M.A.K. & Ruqaiya Hasan. Cohesion in English. London: Longman. 1976.
4.
5.
6.
7.
8.
9.
. . . 1994.
. . . 2001(1).
. . . 1988.
. . . 1999.
. . . 1999.
. . 1987.
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