Systemic Functional Linguistics in Language Teaching

I was lost in the subject of Systemic Functional Linguistics (SFL).

My understanding of SFL is using text in a language so that language becomes functional. In other words, when language changes in its context, the function will be different in terms of culture and situation in the context. Text may also be analysed in terms of the range and nature of options.

Till now, I just realised that I had studied a paper called ‘Discourse Annalysis’ which investingates, amongst other social phenomena, the constrction of ideology in discourse. It emphasised on the context of situation and context of culture, such as “what is to be talked or written about and the long and short term goals of the text which is the field; the relationship between the speaker and hearer or, of course, writer and reader which is the Tenor; the kind of text that is being made which is the Mode” (Butt et al., 2000, p.5). I also remembered we did lots of insightful analysis of text and discourse form a social perspective.

However, the implications of teaching language is not only to teach vocabulary and grammar, but also to lean how to use the language in a way that makes sense to other people who speak the language (Butt, et al. 2000). Therefore, the SFL pedagogy should be understood and realized, and more research is needed by teacher educators. It’s a massive and complicated educational topic.


Reference:

Butt, D., Fahey, R., Feez, S., Spinks., S., & Yallop., C. (2000). Using functional grammar: An explorer’s guide (2nd ed). Sydney: NCELTR