An Introduction to Theme Issue: Systemic Functional Linguistics and Appraisal Analysis: Recent Contributions to English Language Research

While important work has been done on assessing classroom texts and investigating classroom discourse, there is little research on teachers doing systemic functional linguistics (SFL) with students for critical ends, especially in the high school arena. This article discusses how instructional use of SFL analytic resources in subject English supported secondary-level students in recognizing how language positions readers as they interpret various texts. The research explored how students responded to using linguistic tools such as appraisal, modality, and identification analyses that made visible the ways in which language positioned people to think and behave in particular ways. Findings suggest that SFL analysis tools aided secondary students in recognizing authors’ use of language and linguistic choices; helped students support or refute claims when discussing critical issues in texts; and supported students’ ability in critical reading and reading critically. The study provides meaningful data that may assist researchers and educators in developing a curriculum that uses SFL to help students recognize language resources used by authors and question the social purpose of such rhetoric choices, supporting students in becoming better analysts and writers of a variety of texts.

© A m Welcome to Functional Linguistics, a peer-reviewed open-access journal supported by the M.A.K. Halliday Library, Sun Yat-sen University, China and published by SpringerOpen. This open-access journal publishes scholarly articles and reviews in the broad area of functional linguistics, with a special focus on Systemic Functional Linguistics (SFL). Our aim is to provide a platform for the exploration of language and linguistic issues from a functional and meaning-oriented perspective. SFL is a functional model of language inspired by the work of linguists such as Saussure, Hjelmslev, Whorf, and Firth. The theory, as a general linguistics model of language, was initially developed by M.A.K. Halliday and his colleagues in London during the 1960s, and its development has been “one of continuous expansion of its ‘territory’ in terms of theory, description, application, interdisciplinary engagement, and so on” (Matthiessen 2010). As the name indicates, SFL distinguishes itself as a functional theory by the emphasis placed on system in relation to structure. Martin (1984) explains that “it is... the use of paradigmatically based metafunctional components in the grammar which most clearly distinguishes systemic from other functionalist approaches”. The theory has also been particularly concerned with modelling language in context. It is especially well-known for the work on discourse analysis, cohesion, genre and register, appraisal and so on, which have been taken up by scholars working in the humanities and social sciences. Since Halliday’s early work on Chinese and English, systemic functional linguists have also been increasing the coverage of the description of different languages over the decades, including French, Spanish, Portuguese, German, Danish, Finnish, Persian, Thai, Vietnamese, Japanese, Korean, Tagalog and Bahasa Indonesian. SFL can be characterized as an “appliable” linguistics theory. Halliday (2008: 189) states that his aim is to work towards “a coherent account of language which is ‘appliable’, in the sense that it can be helpful to at least some of the large numbers of people who are in some way or other engaging with language in the course of their work”. SFL is wellknown for its application in a variety of fields, including education, translation, computational linguistics, multimodal studies, and healthcare, and scholars are always exploring new areas of application (Matthiessen 2010). As Fawcett (2013) points out, the development of SFL has benefited from the social structures that have been developed to maintain and nourish the theory. These include SFL associations and conferences (international, regional and national), teaching and research posts, MA and PhD courses and programs in universities, and

For promoting functional linguistic system integration, the in-depth application of artificial intelligence-big data information analysis and technological processing has provided the core technical means in recent years. Perhaps, related to artificial intelligence (AI) big data analysis, the multiple integrations of functional linguistics have frequently encountered obstacles in applications. As a result, it has created major challenges for the in-depth development of functional linguistics. The related concepts of functional linguistics development and artificial intelligence are sorted out under this background. On this basis, under the background of AI-big data analysis, the functional linguistic technological integration and internal integration are analyzed. Furthermore, to promote in-depth functional linguistics development, this study provides several suggestions, such as optimizing a distributed cluster environment, building a functional language data platform, adopting models, data-parallel modes, and distributing neural network parallel training. These suggestions provide some reference for theoretical linguistic research and enriching functions. Further put forward several suggestions to promote the in-depth development of functional linguistics, such as building a functional language data platform, optimizing a distributed cluster environment, distributing neural network parallel training, adopting models, and data-parallel modes to promote the in-depth development of functional linguistics, in order to provide some reference for enriching functions and linguistic theoretical research. REFERENCES [1] D. L. Zhang. Exploration on the Development Trend of System Functional Linguistics in 60 Years. Foreign Language Teaching and Research, 50(1):39–50, 2018. [2] H. Jiang and A.G. Zhao. The Generation Background and Academic Inheritance of Functional Grammar Theory and System Functional Linguistics. Foreign Language and Foreign Language Teaching, 31(2):32–37, 2014. [3] X.N. Li and X.Y. Fan. Research on Knowledge Representation Method in System Functional Linguistics. Journal of University of Science and Technology Beijing (Social Science Edition), 16(3):26–30, 2015. [4] G.Z. Xiao. Grammatical Events and Semantic Events-Language Research for Artificial Intelligence. Yangtze River Academic, 15(2):82–98, 2020. [5] C.W. Yuan, C.Y. Liu, and S.L. Chang. Correspondence between System Functional Linguistics and Corpus. Foreign Language, 32(1):104–109, 2016. [6] Y.Y. Group Construction in Weibo: A New Perspective of System Functional Linguistics. Dongyue Review, 34(1):187–190, 2013. [7] A.M. The Study of Chinese and Foreign Texts Based on Systemic Functional Linguistics. Language Construction, 61(23):71–72, 2016.

Few studies in language teacher education programs provide insight on how knowledge of Systemic Functional Linguistics (SFL) is developed by teacher candidates to support their metalinguistic awareness and preparation to teach language. Building upon the contributions of Johnson and Byrnes, we combined Halliday’s language-based theory of learning with a sociocultural view of the development of an SFL knowledge base for language teaching. Specifically, we examined teacher candidates’ development of SFL as analytical tool of their English language usage to inform and improve their eventual teaching of a language. We analyzed the functional language features that seven language teacher candidates referenced and applied in multiple drafts of SFL-driven text analyses. Our analysis focused on the ways they expressed information, negotiated relationships, and organized their messages. Results revealed four phases characterizing teacher candidates’ development of more “scientific” notions of SFL whereby they (a) interpreted the meaning of text, (b) linked the meaning of text with SFL features, (c) connected SFL features to their functions, and (d) combined SFL features to enhance analysis. Implications are suggested for how language teacher educators might structure the SFL learning experiences of their language teacher candidates.

In systemic functional linguistics (SFL), modality is seen as an extension of the semantic space of polarity. The SFL perspective provides a unique insight into the complexity of modality. However, it has received little attention in the open literature, and the SFL categorization of modality seems out of place compared to other perspectives. The purpose of this paper is to address the potential problems with the categorization of modality in SFL and to establish evidentiality in the system. To this end, the present study reviews the development of modality in SFL and justifies the need to replace usuality with evidentiality. The results show that there are four stages in the development of modality in SFL and that usuality, as a subtype of modality, faces challenges both from the later development of modality and from studies of grammatical metaphor in SFL. The paper then argues that the categorization of modality should be made along two dimensions, namely modality force and modality locus, and that evidentiality should take the place of usuality as a category in the system. The study also shows that evidentiality can be further divided into four types, and that it has eight ways of realization.

This study uses empirical data to explore the linguistic features that play a role in recruiters’ impressions of job applicants. In particular, it investigates the evaluative language used by job applicants in their CV description of their professional experiences and competences. Drawing on analysis of a set of CVs collected in France that uses systemic functional linguistics, and in particular APPRAISAL theory, this study highlights the ways in which applicants appraise their skills and competences and identifies the characteristics of successful applications. The analysis reveals how CVs function as contextual metaphors by presenting recruiters with surface level descriptions of applicants’ professional experience, while infusing these descriptions at another level with evaluative meanings that aim to validate applicants’ claims of professional competence and to persuade recruiters to align with those claims and grant a job interview. This study also establishes a useful link between appraisal analysis and impression management theory.

This study examined the perceptions of health care experiences by individuals with traumatic brain injuries (TBIs) across the recovery continuum, regarding care received by a variety of health care providers following their TBI. It sought to identify whether perceptions differed across mild, moderate, and severe participants, as well as acute, subacute, and chronic recovery. Eighteen individuals with TBI were interviewed, using the Sydney Psychosocial Reintegration Scale-Second Edition (SPRS-2) and a semistructured interview about health care perceptions. A qualitative investigation employing two methods, interpretive phenomenological analysis (IPA) and Systemic Functional Linguistics (SFL; modality and appraisal analysis), provided a micro and macrolevel discourse analysis. IPA analyses of SPRS-2 interviews differed across severity levels but included changes to relationships, identity, and changes to social engagement and activity. IPA results revealed three core themes related to the health care experiences across severity that encompassed (a) frustrations with providers and (b) lack of support in the chronic phase, and (c) that finding support is crucial. SFL results provided insight into how individuals appraised such experiences in light of their identity and personal perspectives. Key differences between individuals with mild, moderate, and severe TBI diagnoses were found, with those who experienced a mild TBI expressing the most discontent with services received. Participants were most satisfied with acute care and least satisfied with chronic phase support. The results of this study have significant implications for health care professionals interacting with individuals who have experienced a TBI. Facilitating improved communication, referrals, increased access to mental health counseling, and resources such as groups to support identity expression could improve the health care experience.

Ways of communicating effectively in spoken English, using technology, in a virtual globalized context have received little attention from applied linguists. The role of language in synchronous computer-mediated discourse (CMD) used in virtual teamwork is now emerging as a key area of research concern in business management and information technology disciplines. This article uses linguistic frameworks, most particularly critical discourse analysis (CDA) and systemic functional linguistics (SFL), in particular appraisal analysis, to demonstrate how interpersonal meanings may create dominance, power and solidarity within a sample of a virtual team management meetings. Focusing on one manager case study, we investigate how language is used, consciously or unconsciously, to dominate and close down discussion with his colleagues. We first present the key findings from a turn-taking analysis and then present, through the application of appraisal analysis, how this manager opens or contracts the space available for others to participate. By revealing how power and control unfold through this analysis, the findings may lead to an enhanced self-awareness among all members in virtual teams and reveal how language plays a crucial role in engaging members during a meeting, or in this case, disengaging them.

This study examined media-framed investment fraud issues through critical discourse analysis (CDA) by Fairclough (1995). It analyzed the impact of context on text, employing van Dijk's (2009) theory of news discourse and van Leeuwen's (2008) framework for social actors (SAs) in investment fraud news, they were the affiliate (AF), the investor (IF), and the police (PL). Transitivity analysis (TA) was used to assess power relationships, while the appraisal system (AS) was used to identify SA’s attitudes. Framing served various purposes, enhancing salience in news contexts. In investment fraud news, the AF was portrayed as a target with immoral attitudes, the IF as un/fortunate behavers, and the PL as trustworthy sayers. The data obtained from Indonesian online media during the investment fraud reports were analyzed. The study utilized systemic functional linguistics (SFL) within CDA, integrating transitivity analysis for power relations and the appraisal system for attitude analysis of each social actor. The results demonstrated how the social actors shape the construction of social and economic values, influencing the public perceptions and beliefs of the business investment.

The current study was undertaken to investigate how fresh graduates perform in English and why they were successful, reserved, or unsuccessful in job interviews from the perspective of the Systemic Functional Linguistics (SFL) Appraisal Theory namely from the Attitude subsystem. The theory focuses on the English language proficiency of the candidates in terms of their ability to express their stances in English. A qualitative method was employed in the present study. The data of the study comprised of walk-in interview transcripts of 10 fresh graduates for the post of Administrative Officer (s). An Appraisal analysis was conducted to reveal stances for the answers to the general interview question, “How do you face challenges?” and it was used as a theme to analyze the data. The findings revealed that the Appreciation subsystem of Attitude was used predominantly by candidates who were successful. The current study is expected to advance knowledge on the performance of graduates in job interviews and contribute to the field of SFL and Educational Linguistics.

Many educators have commented that 'reading', 'writing', 'listening' and 'speaking' (i.e. oral) are the four core elements in teaching Chinese language. For 'speaking', it includes both 'individual speaking' and 'group discussion'. With respect to individual speaking, narrative genre is one of the most common genre that has been being used in our daily life. In this regard, this research intends to explore the possibility and effectiveness on the application of 'systemic functional linguistics' to 'individual brief narrative speaking' for Chinese language to junior secondary students by experiments. The researcher first derived a teaching model based on theories of Systemic Functional Grammar. Then the ability and performance in individual brief narrative speaking of two classes of similar ability, the experimental group and the control group, were benchmarked. The derived teaching model was implemented in the experimental group but not the control group. After the completion of the teaching model, the ability and performance in individual brief narrative speaking of two classes were measured again. Findings show that after the implementation of the ‘Systemic Functional Grammar’ based teaching model, the ability and performance in individual brief narrative speaking of the experimental group have improved. It is hoped that this research could provide a source of reference for future researches in the application of 'systemic functional linguistics' to teaching 'individual speaking' and 'group discussion' in Hong Kong. i

Researches in Systemic Functional Linguistics have been carried out in a quite wide range of domains since its development of around half a century, and consequently more and more books lead to the problem of selecting a “good” book. In spite of having published more than eight years, Key Terms in Systemic Functional Linguistics has not been introduced formally in China. This book adopts a form which is different from the traditional book form, organizing the key terms in Systemic Functional Linguistics alphabetically as a dictionary to introduce the key concepts in Systemic Functional Linguistics. But introducing the key concepts in Systemic Functional Linguistics is not the only purpose of this book. Other purposes also involve introducing the methodology of academic research, the systems in Systemic Functional Linguistics and the core books that are worthy of reading.

Blogs provide unique authoring affordances for young children. To date, however, research has focused on older children, teenagers and adults as bloggers, and is limited in accounting for the semiotic roles of facilities, such as commenting and tagging. In contrast, this thesis is concerned with the intersection of technological and semiotic affordances of blogs. More specifically, it provides an account of the linguistic nature of blogs as collaborative texts, co-constructed by young blog authors and their audiences. The study investigated 48 blogs authored by five- to eight-year-old children. The theoretical orientation was systemic functional linguistics (SFL). In accounting for the nature of blog co-construction, techno-semiotic linguistic resources deployed in the dataset were examined in terms of the three metafunctions of SFL – textual, interpersonal and ideational. The study used a small-scale corpus content analysis to describe the semiotic context of the blogs in the study. Small-scale analysis also determined the techno-semiotic resources deployed across the corpus, especially those used for realising the textual metafunction in blog co-construction. Individual text analyses were also undertaken on comment-active and tag-active blogs, to explicate the use of interactive and evaluative resources in blog co-construction, including analyses of MOOD and NEGOTIATION, as well as synoptic and dynamic APPRAISAL analyses. Individual text analyses also interrogated LOGICO-SEMANTIC RELATIONS as construed with and by tags and blog posts. It was found blog authors deployed the linguistic resources of NEGOTIATION and APPRAISAL to solicit co-authorship from reader-commenters and collaboratively achieve the social goals of the post-and-comments as text. This included bonding over the topic of posts, building solidarity between the author and readers, co-construing the evaluative stance of the author and collaborating on the text as an instance of genre. The study showed how authors used tags to create complex textual and ideational, logico-semantic interconnections across blogs. Additionally, tagging impacted on instantiation of genre, owing to the realization of simultaneous logical relations afforded by tags. Existing theory was a productive heuristic for understanding blog co-construction. The theoretical notion of a locus of authority was suggested to explain the different levels of authority given to readers as co-authors. Extensions to SFL theory were proposed to expound the techno-semiotic distinctiveness of blogs, including intermodal NEGOTIATION between author and reader-commenters and the impact of reading directionality on logico-semantic relations between posts. Further, the concept of modal hybridity was put forward to account for the realisation of the blog as both written and spoken-like dialogic text. Implications are drawn for ways in which educators and curriculum developers may take into consideration the techno-semiotic, co-constructive affordances of blogs in learning and teaching in the early years of schooling.

To acknowledge the lasting and increasing influence of Halliday’s theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against minoritization of multilingual youth in schools and communities. Profiling the socio-historical background of SFL-based pedagogy in teacher education in Australia, the authors of this article conducted interviews with four SFL scholars and teacher educators from Australia who were greatly influenced by Michael Halliday and his theory of social semiotics. After a brief definition of CSFLP, we present the findings of our qualitative analysis of the interview with the four Australian SFL scholars. These findings illustrate the historical tensions, challenges, and opportunities in enacting CSFLP and point toward key affordances of the theory for teachers and teacher education.

Systemic functional linguistics (SFL), a meaning-based theory of language, has been used throughout the world as a discourse analytic approach and, more recently, as a framework for implementing pedagogy in the classroom. SFL has much to offer teachers as a pedagogical approach. The integration of SFL into teacher education and continuing professional learning has been shown to have a positive impact on developing teachers’ knowledge about language, their ability to instruct students by focusing on language and literacy development, and their focus on critical components of language for diverse learners. SFL theory does not provide teacher educators with a developed curriculum for implementation; therefore, the ways in which it has been used across teacher education have varied depending on teachers’ level of instruction (elementary, secondary, or tertiary), familiarity with SFL concepts, and preservice or in-service status. There is no “one-size-fits-all” approach to SFL inclusion in teacher education, but some principles derived from SFL in teacher education literature may enable teacher educators to consider how this theory of language and pedagogical framework can be used in teacher education programs.