VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES RRERAAARA RAK NGUYEN THI THANH ASTUDY ON ‘THE STRUCTURE OF THE SPEECH “I HAVE A DREAM” BY MARTIN LUTHER KING: A SYSTEMIC FUNCTIONAL GRAMMAR ANALYSIS NGHIEN CUU VE CAU TRUC BAI DIEN THUYET “I HAVE A DREAM” CUA MARTIN LUTHER KING: PHAN TICH THEO QUAN DIEM NGU PHAP CHUC NANG HE THONG M. MINOR THESIS Field: English Linguistics Code: 60 22 15 IIA NOI -2011 VIETNAM NATIONAT. UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND LNTERNATIONAL FACULTY OF POST — GRADUATE STUDIES NGUYEN TIT THANH ASTUDY ON THE STRUCTURE OF THE SPEECH “I HAVE A DREAM” BY MARTIN LUTHER KING: A SYSTEMIC FUNCTIONAL GRAMMAR ANALYSIS NGHIEN CUU VE CAU TRUC BAI DIEN THUYET “I HAVE A DREAM” CUA MARTLN LUTHER KING: PHAN TICLL THEO QUAN DIEM NGỮ PHAP CHỨC NĂNG HE THONG M. MINOR THESIS Ficld: Knglish Linguistics Code: 60 22 15 Supervisor: Nguyén Thy Huong, LA HA NOI -2011 iv DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iit TABLE OF CONTENTS iv LIST OF TABLE AND FIGURES vi CTTAPTER I: INTROBUCTION LL Rationale of the study eee 1.2 Aims of the study 1.3 Seope of the study 1.4 Methodology of the study 1.5 Data collection wee 1.6 Design of the study CHAPTER IL: THEORETICAL BACKGROUND 2.1 Form and Meaning aww 2.
Model of Context in Systemic Functional Linguistics 2.2 Lopico — semantic relation 2.3 Textual metafunctions; theme and home identification 2.5 Cohesion 15 CHIAPTTR HT: TIIE STRUCTURE OF TIE SPEECIT “TTIAVE A DREAM” BY MARTIN LUTHER KING 16 3.2 ‘the author and chosen text 17 3.3 Conlsxtunit configuration of the tox! 31 3.4 Clause and Clause complex analysis 3.5 The Analysis of the tex! in terms of Transitivily, Mood and Theme 3.6 The Transitivity pattern of the text 3.7 The Mood patter of the text 3.8 The Thematic pattern of the text 3.9 ‘The Cohesion of the text 3.2 Lexical Cohostan CHAPTER IV: CONCLUSION 4 4.2 Tmplivations of the sludy 44 4.3 Suggestions for further study 44 REFERENCES APPENDIX 1 CHAPTERI INTRODUCTION 1. Rationale of the study Language, no matter how it is analyzed and assessed, is still produced due to human necds. Therefore, its structure and components arc functional with respeel to those no ds (M.K Halliday, 1994), This leads to the fact that no language item is separate, each piece of it is evolved to the fmetions which are decided by humans in communication, and grammar is not an exception However, it seems that the process of teaching and Jearning the language tends to make a clear distinction between grammar and other linguistics areas, as in structuralism’s perspectives. Funetionalists, on the other hand, hold the belief thal “Grammar should be seen as facilitating communication in all modes, not as an isolated area of study” (G.
Lock, 1996) As having the expericuce of dilling wilh a number of grammar cxereises in schooling as well as being the teacher for many grammar classes, I am deeply interested in improving the language proli icy along with ihe structure accuracy for my students. is the reason why I have developed a great allention to Functional Grammar (or FG for shart}, The farther I am absorbed in this linguistic aspect, the stronger my notion of its applications in language teaching and leaming becomes. Hence, I decided to conduct a study on the structure and incaning of lhe specch “J have a dream” by Martin Luther King - a systemic functional grammar analysis based on Talliday’s fimctional granunar as Lhe theoretical framework 1.2 Aims of the study in carrying out the research, the writer aims to’ © ustrate the key concepts in FG © Analyze the structure and meaning of the speech “J have « dream” by Martin Luther King ® Suggest some further implications for language teaching and learning 1.3 Scope of the study wa are divided into three broad flunetions of language, known as interpersonal, ideational and textual melafunctions.1 Interpersonal metafunctions Interpersonal metafimotions is constructed on the idea that clanse can act as an exchange. The communicative exchange purpose may be ordcring, apologizing, confining, inviting, rejecting, evaluating,.
However, the most basic ones are demanding and giving the language commodity, or information and “goods and services” (lalliday, 1994) In carrying the exchange of interactive relation, a clause can be seen as consisting af two components: Mood and Residue 2.1 Mood The parls, which are “tossed back and forward” 1o keep the exchange going, are called Mood, ineluding two elements: (i) Subject and (ii) Finite. On the other hand, the thrown away parts which are not of great essence to carry the argument are named Residue G) The Subject is a similar tenn from traditional gramunar, It supptics the rest of whal il takes to form a proposition, something by reference to which the proposition can be aflinned or denied. Sometimes, it is obvious to find out Finite as in the cases whan auxiliary or modal verbs are separated. However, finite can be mixed with lexical verbs in simple present and simple past lense, 2.2 Residue The test of the chase excluding Mood is called Residue.
This parl consists of three other factors; (i) Predicator, (ii) Complement, and (iii) Adjunets, 2.2 Ideational mctafunctions ‘This division of metafunctions represents the idea that language serves for the expression. of contanl, in other words, the speaker's background knowledge and oxpericnee, including his own awareness, The clause plays a central role as representation including the principles, which are made of processes. Meanwhile the clause is also a mode of reflection achieved through the gramunatical system namely éransifivity consisting ofa set of process types.4 Clause and Clause complex analysis 3.5 The Analysis of the tex! in terms of Transitivily, Mood and Theme 3.6 The Transitivity pattern of the text 3.7 The Mood patter of the text 3.8 The Thematic pattern of the text 3.9 ‘The Cohesion of the text 3.2 Lexical Cohostan CHAPTER IV: CONCLUSION 4 4.2 Tmplivations of the sludy 44 4.3 Suggestions for further study 44 REFERENCES APPENDIX 4 GÀ — Eield of Diseourse: refers to the subject matter, what is happening, where, when and why il happens Gi) Tenor of Discourse: deals with the social relation between participants as well as the influence of this relation on linguistic system and exchange Gi) Mods of D ourso: doserihes tho way the language is being uscd in coraarunieation including the medium and chetorieal mode In brief, the three dimensions of context model are also the working hypothesis of metafunctions. Tfaltiday figures out that the Fields determine experiential meaning, Tenar represents interpersonal meaning, and Mode corresponds to textual meaning 2.3 Clause Combination ‘The relationship be voon clauses can be interpreted as “one of modification” (Halliday, 1994), As a result, the idea of modification will enable systematic substitute into two dimensions: (j) interdependency and (ii) Logico- semantic relation, 2.1 Inter dependency This dimension illustrates the relation of modifying, where one element modifies or is mortified by other elements in the clause.
Therefore, the relation is dependent or equal duc fo the modification. 1044 is unequal with at leas! one dorninant faclor, the relationstrip 1s named as Hypotaxis. On the other hand, if there is equality among <lements, it is known as Parataxis.2 Logico— senantie relation This second dimension of clause combination explains the nexus between clauses in a variety of fogico-semantic telalion. TTowever, the two most fundamental relationships are (i) Expansion and (ii) Projection.
G@) Expansion: the secondary clause expands the primary one by elaborating, extending or enhancing it Gi) Projection: the d by the primary clause as a location or an idea.4 Metafunctions Halliday (1994; 35) refers to the term metafanctions not simply as the characteristics of the clause but the throughout meaning in the clause. Metaftmotions, in his point of view, 3 CHAPTER IL THEORETICAL BACKGROUND This section provides theoretical orientations for the study. In the first place, (@) Form and Meaning as well as (ji) Model of context in Systemic Functional Linguistics (SFL) will be concemed After that, thers will be an overw cw of (Hi) Clanso Comtination, (iv) Metafiunctions, and (v) Cohesion. In addition, the English language is going to be used as illustration.4 Form and Meaning Both approaches, through Form and Meaning, try to find out the answer to the question of language features.
According to Horrocks (1987), as cited in ‘Thompson (1996), the most fully promoted theory of the Fora approach, known as Transformative Goneralive (TG), is proposed by Noam Chomsky and his followers. These linguists intend to explain the language structure in the way it is. At the same time, the rules for srammatically corrcel or incomeel usage are set out as the guide for language leamers. A sentence or utterance is said to be wrong or right is due to its obedience to the TG laws of grammar.
On the other hand, Halliday (1994) views language nol as stem of rules bul “a stem of masnings”. He suggests the most practical approach Lo the gracmatical construction should be meaning centered. This theory is also approved by Thompson, who points out that “the formative influences of the uses to which language is put” (1996:6) should be considered as important as the structure. In other words, the communicative purposes and choices, or the sentence — utterance meaning plays another indispensable part in linguistics.
Thal is the reason why Systemic Functional Linguistics takes language lo its fanctions through meaning not just focmation, 2.2, Medel af Context in Systemic Functioual Linguistics SVL characterizes context as the social — cultural situations related directly to the language usage. According to Halliday (1976), the conecpluat framework for Hustating the context in which exchanging information is the focus inclades three dimensions: (i) the on going social activity, (if) the role of relationship involved, and (iti) the symbolic or thetorical channels, which he names as Field, Tenor, and Mode. They can be explained briefly as follows: 5 It would be impossible for the researcher to cover the issues of FG. However, some important notions such as linguistic system, metafimetions and cohesion which are closely related to the study will be examined in detail 1.4 Methodology of the study The structure and meaning of the speech will be focused in the study, therefore the methodologies applied are: © Descriptive which is used for illustrating the crucial matters of FG e Analysis which is used for studying the speech 1.5 Data Collection A various number of examples and illustrations have been extracted from functional grammar works by well known linguistics such as M.
The content of the speech “I have a dream” is retrieved from the official and popular website www.6 Design of the study ‘There are four main chapters in this minor thesis © Chapter I: Introduction , gives an overview of the rationale, aims, scope, methodology and design of the study © Chapter I: Theoretical Background, illustrates the theoretical background for the main concepts in FG © Chapter III: The analysis of the speech “I have a dream” © Chapter IV: Conclusion summarizes the outcome of the research and suggests some further implications for language teaching and learning wa are divided into three broad flunetions of language, known as interpersonal, ideational and textual melafunctions.1 Interpersonal metafunctions Interpersonal metafimotions is constructed on the idea that clanse can act as an exchange. The communicative exchange purpose may be ordcring, apologizing, confining, inviting, rejecting, evaluating,. However, the most basic ones are demanding and giving the language commodity, or information and “goods and services” (lalliday, 1994) In carrying the exchange of interactive relation, a clause can be seen as consisting af two components: Mood and Residue 2.1 Mood The parls, which are “tossed back and forward” 1o keep the exchange going, are called Mood, ineluding two elements: (i) Subject and (ii) Finite.
