Run by School of Languages, Literatures, Linguistics and Media

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Prof Thora Tenbrink

Systemic Functional Grammar (SFG) was developed originally by M.A.K. Halliday for English, and applied with continuing success around the world for understanding linguistic structure, analysing discourse, enhancing language education, investigating child language development, identifying genre features, and more. SFG provides a useful tool for understanding, on the one hand, the network of options that the linguistic system provides to speakers of English (at any level of proficiency), and on the other hand the functions for which language is used in discourse. Main functions comprise ideational (field), interpersonal (tenor), and textual (mode) aspects, all of which are represented through specific lexicogrammatical features that can be identified through a close analysis of discourse.

In this module students will learn to use these tools for the analysis of language in context, addressing the structural features of sentences within larger instances of discourse. SFG based analysis enables identifying how particular worldviews are represented in text, how discourse reveals the relation between speaker and addressee, and how textual structures reflect genre distinctions. Systematic insights along these lines are useful for first-language education as well as foreign-language teaching, making this module a significant component for those aiming for TEFL.

In the first part of this module we will focus on the theory of Systemic Functional Grammar (SFG) so as to grasp its basic mechanisms, and identify the main lexicogrammatical structures that are available to speakers of English. The second part will be dedicated to issues around discourse and context. We will look at theories and findings based on SFG, and analyse instances of discourse, exploiting theory to gain insights about the meaning and significance of specific linguistic choices for the discourse area they appear in. Along with theory and analysis, we will consider implications for English language education. Whilst lectures will provide the theoretical and conceptual foundations of SFG and SFG based discourse analysis, the workshops will be used for discussion and exercises as appropriate for each week's topic.

1. Introduction: SFG and its purposes
2. SFG theory: The notion of ‘clause’ and its functions
3. SFG theory: Clause as exchange – the interpersonal function
4. SFG theory: Clause as representation – the ideational function
5. SFG theory: Clause as message – the textual function
6. SFG theory: Above and below the clause
7. SFG theory: Around the clause – cohesion and discourse
8. Interpreting discourse: Approaches and findings using SFG tools
9. Working with discourse: Appraisal
10. Working with discourse: Conjunction
11. Interpreting discourse at different levels of proficiency

good

B:
The answers must be focussed and structured.
The answers must show a better-than-average standard of knowledge and understanding of SFG tools and principles.
The linguistic analyses given in the assessments must be adequate to the task area, systematic, and well-motivated.
The answers must show evidence of background study including primary sources.

excellent

A:
The answers must be highly focused and well-structured.
The answers must show knowledge and understanding in SFG methodology and theory, beyond the basic textbooks.
The answers must show original interpretation, new links between analysis issues, and/or a new approach to a problem.
The answers must show evidence of extensive background study using primary sources.

threshold

D:
The answers need to be relevant to the tasks given.
The answers must show basic understanding of Systemic Functional Grammar (SFG) tools and principles.
The student must show evidence of being able to apply the tools and principles to the analysis of language and linguistic examples and/or data.
The answers must show evidence of some background study.

1. Students will understand the value of understanding systematic features of English lexicogrammar for English language education.

2. Students will understand the basic mechanisms and purposes of Systemic Functional Grammar.

3. Students will be able to relate theory and analysis towards the interpretation of discourse for purposes of language education as well as research.

4. Students will have a good understanding of the network of options that a language provides.

5. Students will be able to use Systemic Functional Grammar tools to analyse instances of discourse.

6. Students will have a basic understanding of the implications of specific linguistic choices in different genres and areas of discourse.

Type	Name	Description	Weight
EXAM	Exercise Task 1	Blackboard based exercise, based on the contents covered in lectures and workshops – i.e., SFG-based analyses of sentences as well as discourse instances. You can access Blackboard and do the assignment in your own time during this time frame.	25.00
EXAM	Exercise Task 2	Blackboard based exercise, based on the contents covered in lectures and workshops – i.e., SFG-based analyses of sentences as well as discourse instances. You can access Blackboard and do the assignment in your own time during this time frame.	25.00
COURSEWORK	Main Assessment	Main homework exercise, consisting of a more overarching analysis task based on the contents covered in lectures and tutorials.	50.00

		Hours
Private study	Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.	22
Private study	In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.	144
Workshop	Weekly one-hour workshops (10 over the 11 weeks)	10
Lecture	Weekly two-hour lectures (for 11 weeks)	22
Tutorial	Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.	2

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies.
• Oral presentation skills & scholarly conventions - students will be able to present data, argumentation, findings and references in oral form in keeping with the conventions current in language science and English language studies.
• Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
• Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
• Research skills - students will be able to undertake advanced independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical), data collection techniques (experimental or field-based), as well as the selection and application of appropriate theoretical frameworks in order to adequately analyse and interpret data.
• Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies to an advanced standard.
• Oral presentation skills & scholarly conventions - students will be able to present data, argumentation, findings and references in oral form in keeping with the conventions current in language science and English language studies, to an advanced level.
• Analysis & interpretation skills - students will be able to analyse and interpret data accurately and to draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
• Problem solving - students will be able to evidence sophisticated problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
• Evaluation & reflection - students will be able to critically evaluate to an advanced standard a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
• Independent investigation - students will develop the ability to plan, design and execute a highly original and significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesising written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and participants/informants.
• Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
• Learning to learn - students will learn to reflect upon, modify and improve their learning strategies
• Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and to use software confidently
• Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
• Working effectively with others - students will develop the ability to work well with others as part of a group or a team
• Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
• Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
• Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
• Learning to learn - students will learn to reflect, modify and improve their learning strategies
• Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
• Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
• Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and use software confidently
• Knowledge of linguistic theory and application - students will demonstrate a detailed knowledge of terms, issues, principles, aspects and best practices related to the study of human language and linguistics.
• Understanding of the nature and organisation of language - students will demonstrate detailed knowledge of observations and findings relating to various aspects of linguistic phenomena and organization.
• Knowledge of the relationship between language and society, culture, and/or embodied experience - students will demonstrate detailed knowledge of phenomena and findings relating to the complex interdependent relationship between language, society culture and/or embodied experience.
• Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
• Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
• Knowledge of the nature of language origins, change and use - students will demonstrate familiarity with phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
• Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language and EFL studies.
• Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language and EFL studies.
• Research skills - students will be able undertake independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical) and data collection techniques (theoretical, experimental or field-based), and the selection and application of appropriate theoretical frameworks in order to adequately address the research question.
• Problem solving - students will be able to evidence problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
• Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
• Independent investigation - students will develop the ability to plan, design and execute a significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesizing written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and subjects/informants.
• Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
• Learning to learn - students will learn to reflect, modify and improve their learning strategies
• Working effectively with others - students will develop the ability to work well with others as part of a group or a team
• Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
• Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and use software confidently

Resource implications for students

None

Talis Reading list

http://readinglists.bangor.ac.uk/modules/qxl-2250.html

Pre-requisites:

• QXL-1110: Introduction to Language

Compulsory in courses:

• Q301: BA English Language year 2 (BA/EL)
• Q315: BA English Language for TEFL year 2 (BA/ELT)
• Q314: BA International English Language for TEFL year 2 (BA/IELT)
• Q140: BA Ling & the Eng Lang year 2 (BA/LELA)
• QQ31: BA Linguistics & the English Language with International Exp year 3 (BA/LWEL)
• Q316: MArts English Language for TEFL year 2 (MARTS/ELT)

Optional in courses:

• T101: BA Chinese and Linguistics year 2 (BA/CHL)
• WQ93: BA Creative Stds & English Lang. year 2 (BA/CSTEL)
• QQ3M: BA English Language & Cymraeg year (BA/ELC)
• T123: BA English Language and Chinese year 2 (BA/ELCH)
• 8G55: BA English Language with Creative Writing (with Int Exp) year 3 (BA/ELCIE)
• Q3WL: BA Eng Lang with Creat Writ year 2 (BA/ELCW)
• Q310: BA Eng Lit with Eng Lang year 2 (BA/ELEL)
• QR3C: BA English Language and French year 2 (BA/ELFR)
• Q3WP: BA Eng Lang with Film Studs year 2 (BA/ELFS)
• QR3F: BA English Language and German year 2 (BA/ELG)
• QR3H: BA English Language and Italian year 2 (BA/ELIT)
• PQ53: BA English Language & Journalism year 2 (BA/ELJO)
• 1Q3Q: BA Linguistics and English Literature year 2 (BA/ELL)
• QQC3: BA English Lang and Lit year 2 (BA/ELLIT)
• Q3P3: BA English Lang with Media Stds year 2 (BA/ELMS)
• CQ83: BA English Language & Psychology year 2 (BA/ELPSY)
• LQ3J: BA English Lang. & Sociology year 2 (BA/ELSOC)
• QR3K: BA English Language and Spanish year 2 (BA/ELSP)
• Q3Q2: BA English Language w English Lit year 2 (BA/ENGEL)
• PQ3J: BA Film Studies and English Language year 2 (BA/FSELAN)
• QR13: BA Italian/Linguistics year 2 (BA/ITL)
• Q1Q3: BA Ling with Eng Lit year 2 (BA/LEL)
• QR11: BA Linguistics/French year 2 (BA/LFR)
• QR12: BA Linguistics/German year 2 (BA/LG)
• Q100: BA Linguistics year 2 (BA/LING)
• Q104: BA Linguistics (with International Experience)) year 3 (BA/LINGIE)
• Q1C8: BA Linguistics and Psychology year 2 (BA/LP)
• QR14: BA Linguistics/Spanish year 2 (BA/LSP)
• CQ81: BA Psychology/Linguistics year 2 (BA/PL)
• LQ31: BA Sociology/Linguistics year 2 (BA/SL)
• Q102: MArts Bilingualism year 2 (MARTS/BILING)
• Q101: MArts Linguistics year 2 (MARTS/LING)