theoretical foundation praya

Warming up
Continue the following extract:
innalillahi wainna ilahirojiun
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__________________________________________
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__________________________________________

Warming up
Once upon a time, _____________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Warming Up
How to Make Fried Noodle
__________________________________________

__________________________________________
__________________________________________
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Questions




How do you know that each text has different
development?
What make them different?

CULTURE
GENRE
(PURPOSE)

SITUATION
Who is involved?
(Tenor)
The subject matter
(Field)

The channel
(Mode)

REGISTER
TEXT

Derewianka, 1995

The Context of Culture


The attitudes, values and shared experiences of
any group of people living in the one culture.



Culturally evolved expectations of ways of
behaving



Culturally evolved ways of getting things done or
of achieving common goals (genre)
•
•
•
•

buying and selling goods
directing someone to the bank
recounting recent events
arguing a point of view

Register



Field: the social activity taking place.
(football, cooking, stamp collecting, studying history, economics)



Tenor: the relationship between participants.
Power (equal or unequal status)
 Contact (how often you have contact with the person to
whom you are speaking or writing)
 Affect (attitudes and feelings towards topics and
participants)


Register … continued


Mode: the channel of linguistic communication.
Distance in space and distance in time between

speaker/listener and reader/writer
 Distance between text and the events being referred
to, such as listening to cooking demonstration on TV;
relating the TV demonstration to a friend; reading a recipe.


SYSTEMIC FUNCTIONAL LINGUISTICS THEORY IN
ELT

SFL?
 A functional-semantic approach to language
which explores both:
(a) how people use language in different
contexts; and
(b) how language is structured for use as a
semiotic system.

FORMAL VS FUNTIONAL GRAMMAR
FORMAL
FUNCTIONAL

Primary concern How is (should) this
How are the
sentence be structured? meanings of this
text realized?
Unit of Analysis
Sentence
Language level
of concern

Whole texts
Syntax

Semantics

(cont.)

Language

Formal

Functional

= A set of rules for
sentence
construction
= something we
know

= a resource for
making meaning
= something we do

Why SFL in ELT?:
Relevance of SFL and Communicative Lang.
Teaching?




Focuses on meanings and how language operates to

make meaning at text levels.
Stresses how meanings are made/negotiated in
actual communication.
Explores language based on its use in context of
situation, which is realized in Language Register.

Levels of Literacy
Epistemic
Informational
Functional
Performative

Wells, 1987

PERFORMATIVE





the code as code – an important part of becoming literate
simply a matter of acquiring:
 those skills that allow a written message to be decoded
into speech in order to ascertain its meaning
 those skills that allow a spoken message to be encoded in
writing, according to the conventions of letter formation,
spelling and punctuation.
‘breaking the code’ of knowing the relationship between
spoken and written symbols.

FUNCTIONAL






emphasises the uses that are made of literacy in interpersonal
communication
is able to as a member of that particular society to cope with

the demands of everyday life that involve written language.
 reading a popular newspaper,
 writing a job application,
 following procedural instructions
the dividing line between literacy and illiteracy

INFORMATIONAL








focuses on the role that literacy plays in the
communication of knowledge, particularly
discipline-based knowledge
the curricular emphasis on reading and writing – but
particularly reading

the student’s use for accessing the accumulated
knowledge in order to construct a meaning which
reciprocate the intention of the writer
‘being a text participant’ (able to ‘comprehend’ the
text)

EPISTEMIC




to have available ways of acting upon and
transforming knowledge and experience that are in
general unavailable to those who have never learned
to read and write
the aesthetic aspect of language as art (literature,
poetry)