LINGUISTICS:

Functionalism and Its’ Relevances in TEFL

Arranged by:

Ade Nurul Fadillah 2323042025

Aulia Fitri Ramadhani 2323042026

MASTER OF ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER AND TRAINING

UNIVERSITY OF LAMPUNG

2023/2024
 Preface

First of all, thanks to Allah SWT because of the help of Allah, the writers finished
writing the paper entitled “Lingustics: Functionalism and Its’ Relevances in TEFL”
right in the calculated time.

The purpose in writing this paper is to fulfill the assignment that given by Prof.
Patuan Raja, M.Pd and Dr. Ari Nurweni, M.A. as the lecturers in linguistic major.

In arranging this paper, the writers trully get lots challenges and obstructions but with
help of many indiviuals, those obstructions could passed. The writers also realized
there are still many mistakes in process of writing this paper.

Because of that, the writers say thank you to all individuals who helps in the process
of writing this paper. Hopefully Allah SWT replies all helps and bless you all. The
writers realized that this paper still imperfect in arrangment and the content. then the
writers hope the criticism from the readers can help the writers in perfecting the next
paper.last but not the least hopefully, this paper can helps the readers to gain more
knowledge about curriculum development major.

Bandar Lampung, September 28th, 2023

Writers

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 TABLE OF CONTENT

CHAPTER I INTRODUCTION

1.1 Background.......................................................................................4
1.2 Formulation of the Problem..............................................................6
1.3 Objective of the Problem ..................................................................6

CHAPTER II DISCUSSION

2.1 Definition of Functionalism..............................................................7

2.2 Function of Language........................................................................8
2.3 The Relevancy between Functionalism and TEFL.........................14

CHAPTER III CONCLUSION

3.1 Conclusion…………………………………………………………... 16
REFERENCES....................................................................................................17

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 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

Systemic functional linguistics (SFL) is a school of linguistics introduced in the early

1960s by Michael Alexander Kirkwood Halliday, a linguist born in 1925 in Leeds,
England and died in Sydney, Australia in 2018. The word system within system
refers to a system of choices, namely, in terms of paradigm, the use of language lies
in the choice of form. For example, in communicative events, users of a language are
faced with a choice of clauses, whether they are declarative or demonstrative and
whether they are active or passive.

The word function means that language is in the context of use and that linguistic
forms perform functions. Therefore, SFL is a branch of linguistics concerned with
how linguistic forms are selected in the context of language use in written form. In
linguistic mapping, functional terms are often contrasted with formal terms. The first
school refers to the school of functional linguistics grouped together and generally
similar to the school of linguistics pioneered by Halliday.

On the other hand, the latter term refers to the school grouped under formal
linguistics and is generally similar to the school of linguistics put forward by the
American linguist Noam Chomsky (1928). Within each of the above groups there are
many different variations, with an infinite number of digits. However, the two groups
can be distinguished by considering the ideological tradition from which they
originate. Generally speaking, there are two distinct traditions of thinking about
language that have been recognized in the West.

The functional group originates from the tradition of viewing language as a function
oriented toward rhetoric and ethnography. The formal group originates from a
tradition that views language as form and is oriented towards logic and philosophy.
Functional linguistics has developed in many directions and Halliday's SFL is one
such variation. Evolution can be summarized as follows. The functional tradition was

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born in Eastern Europe, where Russian formalism recognized the importance of
sociological context, unlike Western Europe. This Eastern formalism influenced
Moscow functionalism (promoted by Propp, Voloshinov, Bakhtin and Roman
Jakobson) and influenced Prague functionalism (promoted by V. Mathesius, J.
Mukarovsky and F. Daneš).

Fraha functionalism was later introduced by B. Malinowski in England, which later

developed into the British School of Functionalism (initiated by John Rupert Firth,
M.A.K. Halliday and J. McH. Sinclair). Through Germany, Eastern formalism also
spread to the Americas (led by E. Sapir, B.L. Whorf, M. Silverstein and J. Gumperz),
even if she ultimately oriented herself toward anthropology rather than linguistics.
British functionalism was later introduced to Australia by Halliday and Ruqaiya
Hasan and by Michael Gregory to Canada. In Canada, J.R. Martin studied under
Gregory, then Halliday in England, who eventually moved to Australia, following
Halliday at the University of Sydney.

Other branches of functionalism developed in Denmark (initiated by L. Hjemslev)

France (initiated by A. Martinet and C. Hagege), the Netherlands (initiated by Teun
van Dijk) and Austria- Germany (initiated by W. Dressler). Furthermore, it is worth
mentioning that there is a very close relationship between functionalism and
sociolinguistics (developed by W. Labov, J. Gumperz, J. Fishman and W. Dressler),
as well as between Functional linguistics and anthropological linguistics with images
are quite difficult to separate.

There are several models of functional linguistics, which according to Tomlin (1990)
can be grouped into four main models, which are: (1) SFL group led by M.A.K.
Halliday, (2) the Prague functional linguistics group founded by František Daneš, (3)
the European functional linguistics group (mainly developed in the Netherlands and
Belgium) founded by Simon C. Dik, and (4) the North American functional
linguistics group pioneered by Talmy Givon. These last three groups share the vision
of SFL developed by Halliday, according to which language is a social phenomenon
reflected in its use.

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1.2 Formulations of the Problem

a. What does functionalism in linguistics mean?

b. What are the functions on languages according to Halliday?

c. What are the relvances of functionalism in TEFL?

1.3 Objectives of the Problem

a. Being able to define the definition of functionalism in linguistics.

b. Being able to describe the functions of language according to Halliday.

c. Being able to describe the relevances of functionalism in TEFL.

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 CHAPTER II

DISCUSSION

2.1 Definition of Functionalism

Functionalism is an approach to language development that focuses on the

relationship between linguistic form and social meaning. Functionalism is a
current in linguistics that attempts to explain all manifestations of linguistic
phenomena, assuming that linguistic mechanisms are explained by the
subsequent consequences of the mechanisms themselves. Language as a form of
system human communication is inseparable from language goals, whether
conscious or unconscious.

Functional linguistics is an analysis of language that emphasizes function and

marks the work of researchers from the Prague and Copenhagen schools and
others (Harimurti Kridalaksana, 2001: 127). Functional linguistics is a linguistic
movement that assumes that phonological, grammatical and semantic structures
are determined by the functions performed by society and that language itself has
a variety of functions, according to Kridalaksana based on this description, a
general theme can be drawn that Functional Linguistics is the analysis of
language which assumes that phonological, grammatical and semantic structures
are determined by Functions are performed by society and language itself also
has its own functions.

Systemic functional linguistics is the study of the relationship between language

and its functions in social contexts. Also known as SFL, Systematic Functional
Grammar, Halliday an Linguistics and Systematic Linguistics. Three layers make
up the language system in SFL: meaning (semantics), sound (phonology) and
formula or vocabulary (syntax, morphology and vocabulary).

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 Systemic functional linguistics views grammar as a source of meaning and
emphasizes the interrelationship between form and meaning. This field of study
was developed in the 1960s by British linguist M.A.K. Halliday (born 1925),
influenced by the work of the Prague School and the British linguist J.R. Firth
(1890-1960).

2.2 Function of Languages

A. Halliday’s Function of Languages

According to Halliday, what is the function of language? Michael Halliday, a

famous linguist, proposed a functional approach to language called systemic
functional linguistics (SFL). In 1975, Halliday published “The Seven Functions
of Language,” describing how children use language, calling them
“developmental functions” or “microfunctions.” Seven functions of language
according to Halliday: Instrumental, personal, regulatory, interactional,
imaginative, representational and heuristic.

a. The Instrumental Function of Language

The instrumental function of language refers to when language is used to fulfil a

need, such as requiring food, drink, or comfort.
For example, the phrases 'I want', 'Can I have', and 'I need' are all examples of
instrumental language.
When a child is thirsty they might say something like 'I want bottle'. If the carer
gives them the bottle then their needs have been met through their use of
language.

b. The Regulatory Function of language

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When a speaker commands, persuades or requests something from someone else,
this is known as a regulatory language function. Regulatory language controls the
listener's behaviour (the speaker adopts a commanding tone). Examples include:

'Let's go home now.'

'You need to finish that work by tomorrow so get on with it.'

'Can you give me the report from yesterday?'

As evident in these examples of Halliday's functions, the listener has restricted

agency as the speaker has taken the dominant position in the conversation

c. Interactive Function of Language

This example of Halliday's function is how we form relationships with others as

it encompasses the communicative use of language. It is how we relay our
thoughts and emotions, strengthening bonds with those around us. Interactional
language examples include phrases like 'I love you mum' or 'Thank you so much',
revealing the emotions and opinions of the speaker.

d. Personal Function of Language

This function defines how we refer to ourselves and express our personal
opinions, our identity, and our feelings. A child may communicate their opinions
and emotions in a simplistic way, using phrases like 'me good' or 'me happy'.

As well as expressing personal opinions and emotions, the personal function of

language also encompasses how we use language to learn more about our
surroundings, by requesting information about it. This is known as the 'personal
function of language', as we gain information which benefits ourselves and our
understanding of society. Questions like 'what's that?' or 'what does that
mean?' are examples of personal language function.

Next time you interact with a young child or toddler see if you can spot any of
these language functions in their speech and communication styles.

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The next three language functions that are part of Halliday's functions of
language describe how children adapt to their environment through learning
language.

e. Heuristic Function of Language

This term refers to language associated with discovery and explanation, usually
in the form of questions or a running commentary (when the child talks about
what they are doing as they are doing it). For example, a lot of children talk to
themselves when they are younger (some people still do this as adults!) to
explain what they are doing, to themselves. This helps them understand their
actions in relation to the world around them.

Children tend to do this when they are playing. They say things like 'The horsey
goes over to the dinosaur and says hello, but he doesn't say hello back because he
isn't being friendly. The wizard felt bad for the horsey and came and said hello to
her. Now they are best friends'.

Another example of children narrating is persistent questioning. It is not

uncommon for children to continuously ask 'What's that?', 'What does that do?',
or 'Why?' in response to an adult giving them an instruction. It also occurs when
adults are talking about a topic children don't understand.

f. Representational / Informative Function of Language

Similar to heuristic and personal functions, representational language occurs

when we request information. However, it differs from 'heuristic' and 'personal'
functions as it also refers to when we relay information. In other words, it
describes the exchange of information between two or more people.

For example, questions like 'what's that?' and 'what does that do?' are
representational; if this question is answered it leads to an exchange of
information.

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Another example of representational language is when people relay
information. Imagine someone telling a story, such as, 'I was walking down the
street and a cat jumped out in front of me. It really made me jump! 'This is an
example of representational language because it relates information about events.

g. Imaginative Function of Language

When children tell stories and create imaginary friends or concepts in their heads,
it is an imaginative way of using language. Imaginative language usually occurs
in leisure or play scenarios.

Remember when you were a child playing in the playground? Did you and your
friends imagine you were somewhere else, such as in a house or a
spaceship? Children do this to make games more interesting.

Children adopt suitable characters to act out with their friends. For example, if
you pretend you are in space you remove yourself from the playground
environment and into a fantasy world - much more exciting!

B. Hallidays’ Systematic Functions in Linguistics

Unlike most linguistic functions, Halliday's theory of systemic functional

linguistics is functional and semantic in its orientation, rather than formal and
syntactic. This means that Halliday's theory looks at the impact of how we use
language. Halliday suggests language serves a purpose in our lives rather than
being a set of rules for communication. Halliday views language as a system in
which we make choices every time we communicate.

Ideational

Ideational linguistic features describe how we use language to take in

experiences. It is made up of 'experiential function' and 'logical function'.

a. Experiential

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Experiential linguistic features refer to grammatical choices that help us
attach meaning to everything we come into contact with: our surroundings
and our feelings. It's how we make sense of the world around us and our
place within it.

An example of this feature is when children interact with objects around

them.

It is clear they are using language (non-verbally) to construct a response to

their experience with the object. If they were enjoying playing with a toy, we
would see them smile, suggesting they will start to associate this toy with
happiness. They will build on their interpretations every time they play with
the object.

b. Logical

This feature describes the semantic relationship between clauses, helping to

explain how we link sentences together in a way that makes sense to us.

When a sentence contains two or more clauses, the speaker chooses whether
or not to give them equal weight in the sentence or place emphasis on one or
the other. Halliday believes this choice represents the speaker's view of the
experience.

For example, take a look at these two sentences:

“School was good and we also went to my friend's house later in the day”

“I had the most amazing time at my friends' house after school! We played
for hours and ate cake, but school was good too.”

Both sentences suggest school was good and that the speaker had a good
time at their friends' house. However, in the second sentence, the speaker
emphasises going to their friend's house by putting it first in the sentence and

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 elaborating on the event. This suggests they had a better time at their friends'
house than at school.

This is an example of how the speaker's choice to emphasise their experience

at their friends' house subtly reveals their experience, as the choices we make
reflect our attitude towards their day.

Interpersonal

This function allows speakers to convey their complex and diverse emotions to
those around them, helping people to establish and maintain interpersonal
relationships with people around them. It not only encompasses what they are
saying but how frequently they discuss a topic, indicating its value in their
life. The interpersonal function reflects our mood, modality, and polarity.

A basic example could be one of your friends continuously talking about

someone but insisting they don't like them. The fact they are talking about them a
lot could be an indicator that they are fond of them. This is not always true, but
when someone talks about something or someone a lot it can be assumed they
like the chosen topic as they see it relevant in multiple scenarios.

Textual

This function describes the grammatical systems that manage the flow
of discourse. The textual function is both experiential and interpersonal as it is
language itself - it relates to the rules of language and how it flows in
conversation.

This system is both structural and non-structural. It is structural in the sense that
it relates to the choice the speaker makes in the way they order their sentence (the
clauses at the end reduce the emphasis on this part of the sentence). It is non-
structural in the sense that speakers do not always need cohesive ties between
sentences for them to make sense.

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For example, if you are talking to a friend while walking along, something that
catches your eye might cause you to momentarily change the subject matter to
something unrelated, but this would still make sense to the listener.

'My work is going well thanks. I am excited to start a new project next month
because- Woah did you see that person's jacket?! It was so cool! '

This example demonstrates how our surroundings cause us to briefly deviate

from the point, but it does not mean our sentence doesn't make sense to the
listener(s).

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2.3 The Relevancy between Functionalism and TEFL

In linguistics, functionalism is an approach to language research that focuses on

the functions that language performs, particularly in terms of cognition (relating
knowledge), expressiveness (showing emotion), and conation (exerting
influence). The teaching and learning process progresses from the first
comprehension of the topic and task to the development of independent genre
control.

The functional approach to language does not provide passing along language-
related recipes or instruction. Instead, it relates to helping students create
successful texts for particular reasons and provide comments on context-relevant
points of need. When young people participate in the writing of texts and chances
for explicit discussion of those texts are provided, a functional model of the
language can be formed.

The Implementation of Functionsalism in the Classroom

Functionalism, as a linguistic approach, can be implemented in teaching English

in the classroom to focus on the practical use of language in real-life situations.
Here are some ways in which functionalism can be applied:

1.Teaching Language Functions: Functionalism emphasizes teaching language

in terms of its functions, such as requesting, offering, apologizing, or giving
instructions. In the classroom, teachers can design lessons around these
functions, providing students with real-life scenarios and teaching them how to
use language appropriately in those situations.

2. Authentic Materials: Functionalism encourages the use of authentic materials

like newspapers, advertisements, dialogues, and recordings that reflect how
English is used in the real world. These materials can be used to teach students
how language functions in specific contexts.

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3. Contextual Learning: In a functionalist approach, language is learned in
context. Teachers can create meaningful contexts for language use by setting up
role-plays, simulations, and real-world scenarios where students have to use
English to accomplish specific tasks or goals.

4. Communication Skills: Functionalism places a strong emphasis on

communication skills. Teachers can design activities that encourage students to
interact, negotiate meaning, and communicate effectively in English. Group
discussions, debates, and problem-solving tasks can be integrated into the
curriculum.

5. Task-Based Language Teaching (TBLT): TBLT is a teaching method aligned

with functionalism. It involves giving students tasks to complete using English,
which reinforces the idea that language is a tool for achieving practical goals.
For example, students might plan a trip or solve a real-world problem in
English.

6. Error Correction: When errors are made in functionalist teaching, they are
often corrected in a way that focuses on improving communication rather than
merely pointing out mistakes. Teachers can provide feedback that helps
students convey their intended message more effectively.

7. Cultural Competence: Functionalism acknowledges that language is closely

tied to culture and social norms. In the classroom, teachers can incorporate
cultural elements into lessons to help students understand not only how to use
language but also how to use it appropriately within different cultural contexts.

8. Needs Analysis: Functionalism can be implemented by conducting needs

analysis to identify the specific language functions and skills that students need

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 for their future academic or professional goals. This ensures that the curriculum
is tailored to meet their practical needs.

9. Assessment: Functionalism in assessment focuses on evaluating students'

ability to use language to achieve real-life communication goals rather than just
testing their knowledge of grammar and vocabulary. Assessment methods may
include oral presentations, role-plays, and project-based assessments.

10. Situational Learning: Functionalism promotes situational learning, where

language is taught and practiced in specific situations. Teachers can create
scenarios that reflect the situations where students are likely to use English in
the future, such as job interviews, business meetings, or travel.

In summary, implementing functionalism in teaching English in the classroom

involves a focus on the practical use of language in real-life situations,
emphasizing communication skills, and tailoring the curriculum to meet students'
specific needs and goals. This approach can help students become more proficient
and confident English speakers who can effectively use the language in various
contexts.

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 CHAPTER III

CONCLUSION

3.1 Conclusion

It can be concluded that functionalism is a way to study how language works,

focusing on how we use language to convey meaning in different situations and
SFL is a branch of this approach that looks at how language structure (grammar)
connects with what we mean. Halliday found seven ways we use language, from
basic needs (like asking for things) to storytelling and imaginative play. SFL
divides language into how we understand experiences, express feelings and
maintain relationships, and structure our words in conversation. Furthermore,
functionalism helps teach English by showing how language is used for real
purposes, like writing reports or telling stories. In teaching, we set learning goals,
choose the type of language to teach, plan activities, and use sample texts to help
students learn how to use English effectively. In short, functionalism helps us
understand how language works in real life, which is useful for teaching English
and understanding how children learn language.

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 REFERENCES

Dr. Tri Wiratno, M. (2018). Pengantar Ringkas Linguistik Sistemik Fungsional.

Yogyakarta: Pustaka Pelajar.

Halliday, M.A.K. 1975. Learning How to Mean: Explorations in the development of

language. London: Edward Arnold Publishers.

Halliday, M.A.K. 1985. An Introduction to Functional Grammar, edisi ke-1. London:

Edward Ardnold

Kridalaksana, Harimurti. 2001. Kamus Linguistik. Jakarta: PT Gramedia Pustaka

Utama.

Matthiessen, C.M.I.M. 1985. "The Systemic Framework for Text Generation." Dalam
J.D. Benson dan W.S. Greaves (Eds.) Systemic Perspectives on Discourse,
Vol. I: Selected theoretical papers from the 9' Systemic Workshop, 91-118.
Norwood, N.J.: Ablex.

Thomas, M. (2020). Formalism and Functionalism in Lingustics. New York:

Routledge

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