Mood Types Analysis on Stand Up Comedy Titled "Don't Lose Your Accent / Learning Accents" by TREVOR NOAH (Pay Back The Funny)

This study aims to analyze the language metafunctions in Nick Vujicic’s Hear the Heart speech using Systemic Functional Linguistics (SFL) theory by M.A.K. Halliday and supported by other Systemic Functional Linguists’ theories. This study employed the qualitative method. 499 data clauses are investigated in this study. The result shows that in terms of ideational metafunction, the dominant process used by Nick was the mental process (33,07%) which indicates that he involved his senses to represent his experiences of the outer world as well as the inner world of his thoughts and feelings. In interpersonal metafunction, declarative mood (72,34%), high value of modality (38,50%), and second personal pronoun (58,62%) are the most frequently used in the speech, which shows his high commitment and certainty of the information he uttered and also to show his care and respect for the audience; thus, a close intimate relationship is maintained. Through textual metafunction, which is dominated by topical theme (52,70%), Nick attempts to get the audience’s attention to focus on the message of what is being said and gives many statements to tell the audience about his experiences in life. To conclude, by using the three metafunctions, Nick could organize his language choice properly to create meaning and achieve his purpose in the speech.

Concepts and language: Developing knowledge in science

Using Systemic Functional Linguistics (SFL) theory, this study was an attempt to investigate the metafunctions of language which are realized by register category of field, tenor, and mode existing simultaneously in texts. Employing qualitative approach with the use of discourse semantics analysis, two different selected newspaper texts were purposefully chosen as the source of data. Following the orientation of SFL, the writer modified the texts into some sentences and clauses which were subsequently analysed and compared regarding the objectives in question. The result of analysis shows that the field of texts was mostly concerned with physical actions and events employing both direct and indirect speech for the sake of information. Meanwhile, in terms of mode, Text I was more rhetoric and more detail in describing the event than text II. Yet, the level of modality in both texts was low and low in which there were not many actions of getting other people to do things. Aside from those two, this analysis revealed that the mode of both texts mostly used anaphoric types of referential cohesion indicating written mode. In the meantime, Text I had more number of conjunctions implying more explanative in giving information and cause and effect relation of the information. Of greater importance of this finding was that a paradigmatic description of context implying a meaning, system, and metafunctions of language and its pedagogical implication in language teaching.

The current study examines the teaching of report writing from pre-kindergarten through fifth grade through the lens of systemic functional linguistics (SFL) theory. Teachers were part of a university and public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught students to write reports. Results indicate that students understood the purpose of reports. Although report writing was challenging, students at all levels, supported by their teachers, presented the topic in an organized way, showed awareness of audience and voice, and used language that resulted in coherent writing.

This study is concerned with the employment of Systemic Functional Linguistics (SFL) theory in analyzing a speech text. The selected text was reconstructed into some clauses and sentences and subsequently was analyzed in terms of its field, tenor, and mode. The results of the analysis have shown that the register category of the field of the text is the action of America’s change. The tenor as the realization of the interpersonal meaning of the text was the establishment of an intimate relationship that enables the orator to gain support from the audience. Meanwhile, the mode of the texts is categorized as spoken mode because the texts make use of simple nominal groups. Further studies need to cope with other ways of examining field, tenor, and mode as proposed by SFL theory.

Further to the Saussurean grassroots-work, the thriving of modern linguistics goes gaining an exponential momentum.So to say, novel horizons in language exploration have given way to two fresh but powerful and challenging offsprings oflinguistics: the Hallidayan Systemic Functional Linguistic (SFL) theory and the Morrisian, Gricean and neo-gricean pragmatics.Beyond our recognition of the individual operative potential in-borne in either discipline, we build on the scavenging and heuristiccapacity ontologically characterizing pragmatics to deem that it holds some typical advances over the SFL theory. Thus, the coremission of this article centres around a fused double-round descriptive exploration of two extracts from Soyinka‟s Lion and TheJewel through the sieve of toolkits inherent in both disciplines. Thence, in confronting Mood, Modality, Polarity and Adjunctsystems from the SFList universe with Presupposition, Conversational Implicature, Inference and Felicity Conditions inPragmatics, the work has come up with findings displaying discrepant values. A contrastive view of generated data underpins andorients our decision over the validity of our basic postulation.

‘Context of situation’ is a central concept in Systemic Functional Linguistic (SFL) theory, and recently there has been a renewed interest in modelling context and developing a set of features for the contextual parameters Field, Tenor, and Mode. Much of this work has been inspired by Hasan’s and Butt’s development of ‘contextualisation system networks’ (Butt 2004; Hasan 1999, 2009). However, a single comprehensive descriptive framework has still not yet been agreed upon. The current Field and Mode networks include contextual features that are under some debate: ‘the role of language’, ‘ancillary’, ‘constitutive’, and ‘material action’. This paper reviews these features and presents a unified set of primary systems for Field and for Mode. Further, the paper proposes that the primary systems should reflect the core defining features of the contextual parameters, in this case, Field and Mode: the nature of the activity in terms of the kind of experience around which the situation revolves, and the nature of the activity in terms of the mode through which it is expressed respectively. Reference is made to key notions within SFL theory that need to be considered in modelling the contextual parameters as sets of choices in system networks: the relations of realisation and instantiation, inter- and intra-stratal interdependency, and the concept of ‘semiotic’. Where relevant, choices in the system networks are explained using illustrative examples.

Multimodal discourse analysis has covered in the last 10 to 15 years areas of discourse and text-types that go beyond the traditional boundaries drawn by verbally based communication. Forms of exchange have been explored that incorporate three-dimensional environments, hyper-environments, the interplay between semiotic systems whose materiality involves human body interaction. The successful application of Systemic Functional Linguistic (SFL) theory to the modelling and analysis of these text-types and the discourses they carry out has shown its unique flexibility and applicability of its principles. However, it has also highlighted the problematic nature of some fundamental theoretical notions like instantiation, which forms a central dimension of SFL theory. The problematic representation of the system–instance relation as a cline, the different interpretations of this representation, and the need to conceptualise the process of realisation in a more context-related way, especially when in multimodal environments, are the central issues addressed by this chapter. Starting with a definition of the current place of instantiation in SFL theory, this chapter will analyse its divergent meanings and address the challenges it poses in terms of realisation and stratification through the example of case studies that involve complex multimodal communication. The aim is to propose a new definition of instantiation.

This article opens a window on linguistic creativity through an in-depth discussion of language play. To this aim, language play is initially conceptualized from a socio-cognitive perspective. ‘Language play for fun’ and ‘language play for practice’ as two dominant approaches in the relevant literature are, then, touched upon. Afterward, the paper elucidates how language play, in its various manifestations, can inform and influence linguistic creativity. In this respect, a theoretical (linguistic) and a socio-pragmatic perspective are presented. In particular, the paper addresses the possibility of playing to ‘language’ outside the box (i.e., to go beyond the conventional systemic constraints of language). Highlighting the ubiquity of language play, it also considers Wittgenstein’s notion of ‘language games’ (or Sprachspiele). Furthermore, the performative power of playful creativity to make and ‘unmake’ language in society is elaborated on. The article contends that language play may offer valuable insights to extend the borders of linguistic creativity. This argument is further developed under the purview of ‘complexity theory,’ ‘soft computing,’ and ‘computational linguistic creativity.’ Finally, the paper advocates an ‘integrated science’ approach to advance play-based research on linguistic creativity.

This paper reports the result of investigation on the use of complex clauses in Legal and Criminal Rubric of Lombok Post media and its relevance to Indonesia language learning at senior high school with the orientation of SFL (Systemic Functional Linguistic) study. The purpose of this study is to describe the use of complex clauses in the Legal and Criminal Rubric of Lombok Post media and its relevance to Indonesian language learning in SMA. Specifically, the types of complex clauses investigated in this research are paratactic and hypotactic complex clauses. The complex clauses were investigated through Systemic Functional Linguistic theory (LFS) exploitation. The investigation was designed by employing qualitative descriptive research method. Data of the research was text obtained from daily newspaper of Lombok Post. The data was collected by exploiting document method. The result showed that there are five logical semantic and taxis relationship within substantial construction of complex clauses in the October-December 2014 Lombok Post, such as elaboration, extension, double, locution, and ideas. Regarding the result of data analysis, it can be said that such texts in Legal and Criminal Rubric of Lombok Post media is transferable to as teaching material of Indonesia language learning with the implementation of 2013 curriculum.

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%) and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts.

Butler (2005: 4), in one of his many overviews of the major tenets of ‘functionalism,’ argues that “a functional theory must take fully into account the essential connection between language and (a) cognition and (b) the social and cultural context of language use.” What tends to be elided in these discussions is the place of co-textual relations as we attempt to interface (1) grammar and cognition or (2) grammar and social context. In this chapter we will address this elision from the perspective of discourse semantics, as developed in Systemic Functional Linguistic theory (hereafter SFL). In particular we will focus on some typological issues arising from consideration of the systems of ideation, conjunction, identification, periodicity, appraisal and negotiation as we try to understand how language has been shaped by its use.

This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners’ (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus student's emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Halliday's theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal student's emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.

This article is concerned with how “metafunctions of language” is theorized by M.A.K. Halliday in his Systemic Functional Linguistics (SFL) theory, and how the metafunctional framework can be used to analyse and interpret the meaning of text in social context. The paper consists of five sections. Section one introduces the topic of the article. Section two briefly examines the notion of “functions of language” in formal and non-systemic functional (non-SF) models of language. Section three explores in some detail the notion of “metafunctions of language” in the SFL model. The study shows that unlike formal and non-SF models of language, SFL conceptualizes metafunctions of language not just as “uses of language” but as a fundamental property of language itself. To illustrate the applicability of the metafunctional framework to the interpretation of meaning of text in social context, Section four conducts an analysis of two stanzas in the famous Vietnamese poem “Hai sắc hoa ti-gôn” (Two Colours of Antigone) in terms of experiential, interpersonal, textual, and logical meanings. Section five provides a résumé of the issues studied in the article, pointing out the advantages of Halliday’s metafunctional framework. The study aims to contribute to our understanding of language as a system of metafunctions, opening up vast potential for the application of the SFL model to language teaching, learning, and research.

The purpose of this qualitative case study was to explore the verbal language play production of two Indonesian children studying at Rainbow Junior International School in Bali. The study aimed to explain how language play functioned as input for the children's English language learning within the natural language environment of the school. Two second-grade students, Didi and Rosie, were observed for 22 days during their interactions with peers and teachers. The findings revealed that the subjects produced a significant amount of language play. The study suggests that providing children with support and exposure to language play can encourage metalinguistic awareness and language growth. Keywords: language play, language acquisition, case study, children