Tạp chí Khoa học Ngoại ngữ - Quân sự (No 16 – 11/2018)

COUNCIL OF DIIRECTORS<br /> Chairman<br /> DANG TRI DUNG, Major General, Prof. PhD<br /> Vice-Chairman<br /> NGUYEN TRONG HAI, Senior Colonel, Assoc. Prof. PhD<br /> Councilors<br /> QUAN VAN TRUNG, Major General, Assoc. Prof. PhD<br /> TRAN NGOC TRUNG, Senior Colonel, PhD No. 16 (11/2018) ISSN 2525 - 2232<br /> PHAM QUANG HAI, Senior Colonel, MA<br /> MA ĐUC KHAI, Senior Colonel, Assoc. Prof. PhD<br /> TRINH THI THUY, Senior Colonel, PhD<br /> <br /> LINGUISTIC THEORIES<br /> EDITOR-IN-CHIEF<br /> NGUYEN THU HANH - M. A. K. Halliday’s systemic functional grammar approach 3<br /> NGUYEN TRONG HAI, Senior Colonel, Assoc. Prof. PhD to literary text analysis: theory and application<br /> <br /> VU THANH NAM - Some issues on inflectional and derivational morphology in 16<br /> DEPUTY EDITOR-IN-CHIEF<br /> English<br /> NGUYEN THU HANH, Lieutenant Colonel, PhD<br /> <br /> <br /> LANGUAGE TEACHING METHODOLOGY<br /> EDITORIAL BOARD<br /> ĐINH QUANG TRUNG, Senior Colonel, PhD TRINH QUANG MINH - Using VOA special English in teaching listening skill 23<br /> for the first year international relation cadets at Military Science Academy<br /> DUONG VAN TUYEN, Senior Colonel, MA<br /> BUI THI THANH LUONG, Senior Colonel, PhD<br /> NGUYEN THANH MAI, NGUYEN THU HANH, HOANG QUOC KHANH 36<br /> LE CONG PHAT, Colonel, MA - Using role-play activities in ESP situations to improve English speaking skill for<br /> TRAN THI MINH THUC, Lieutenant Colonel, PhD students at Border Guard Academy<br /> NGUYEN THU HANH, Lieutenant Colonel, PhD<br /> TRA THI THOA - Applying cognitive load theory to making lesson plans 49<br /> ĐOAN THUC ANH, Lieutenant Colonel, PhD<br /> LE HONG DIEP - Strategies to create an enjoyable and effective reading class: 56<br /> Application at Political Academy<br /> ADMINISTRATION OFFICE<br /> NGUYEN THI THU HA - A study on English reading strategies employed by 65<br /> Head of Office<br /> construction engineering students at University of Transport and Communications<br /> NGUYEN TUAN ANH, Major, MA<br /> Administration Staff<br /> HOANG THI BAC, Major, MA LANGUAGE AND CULTURE<br /> NGO NGOC HAI, Major, MA<br /> TRINH THI HA - Symbolic meanings of Tay and Vietnamese idioms (basing on a 75<br /> NGUYEN THI THU, Captain, MA corpus of body part related idioms that show human intellect)<br /> <br /> <br /> HEAD OFFICE<br /> Address: 322E Le Trong Tan, Dinh Cong, DISCUSSION<br /> Hoang Mai, Ha Noi<br /> NGUYEN MAU VU - Some trends of language use on American universities’ 83<br /> Phone: (+84) 988.350.598 Facebook pages<br /> Email: tapchikhnnqs@gmail.com<br /> Website: hvkhqs.edu.vn LY NGOC TOAN, NGUYEN THI VAN ANH - The lexicalization patterns of 101<br /> manner motion events in Vietnamese<br /> <br /> THE PERMIT ON PRESS PUBLISHING BUI THI NGOC ANH - Terminology system in current Vietnamese dictionaries 117<br /> No.200/GP-BTTTT dated 19/4/2016<br /> by Ministry of Information and Communications<br /> NỘI DUNG<br /> 1. Ngữ pháp chức năng-hệ thống của M. A. K. Halliday đối với phân tích văn bản văn học: Lý thuyết và ứng dụng; 2. Một số<br /> vấn đề về hình thái học biến tố và hình thái học phái sinh trong tiếng Anh; 3. Sử dụng VOA special (Bản tin tiếng Anh đặc<br /> biệt Đài Phát thanh Hoa Kỳ) trong giảng dạy kỹ năng nghe cho học viên năm thứ nhất khoa Quan hệ quốc tế tại Học viện<br /> Khoa học Quân sự; 4. Sử dụng các hoạt động sắm vai trong dạy kỹ năng nói tiếng Anh cho học viên tại Học viện Biên phòng;<br /> 5. Vận dụng lý thuyết tải lượng tri nhận vào thiết kế bài giảng; 6. Chiến lược tạo sự thích thú và hiệu quả trong giờ luyện kỹ<br /> năng đọc: Áp dụng tại Học viện Chính trị; 7. Nghiên cứu chiến lược đọc của sinh viên ngành kỹ thuật xây dựng tại trường<br /> Đại học Giao thông vận tải; 8. Ý nghĩa biểu trưng của thành ngữ tiếng Tày và thành ngữ tiếng Việt (trên tư liệu nhóm thành<br /> ngữ có các thành tố chỉ bộ phận cơ thể biểu thị trí tuệ con người); 9. Xu hướng sử dụng ngôn ngữ trên trang Facebook của<br /> một số trường đại học ở Mỹ; 10. Mẫu thức từ vựng hóa của sự tình chuyển động trong tiếng Việt; 11. Về hệ thuật ngữ trong<br /> từ điển tiếng Việt hiện nay.<br /> <br /> <br /> <br /> 目录<br /> 1. 论韩礼德的系统功能语法对文学文本分析的理论与应用; 2. 关于英语屈折形态学与派生形态学的若干问题;<br /> 3. 论军事科学学院国际关系系大一学生听力教学中美国之音特别英语节目的运用; 4. 角色扮演活动在边防大学英<br /> 语口语教学中的应用; 5. 认知负荷理论在课堂设计中的运用; 6. 在乐趣中收获的策略在政治学院阅读技能训练<br /> 中的应用; 7. 交通运输大学建筑技术专业学生的阅读策略研究; 8. 岱依语与越南语成语的象征意义——基于表示<br /> 人类智慧的人体部位名称成语研究; 9. 美国若干大学脸书上的语言发展趋势; 10. 越南语中位移事件词汇化模式;<br /> 11. 关于当前越南语词典中的术语体系。<br /> <br /> <br /> <br /> <br /> СОДЕРЖАНИЕ<br /> 1. Системно-функциональная грамматика, разработанная М.А.К. Халлидеем, при анализе литературного текста:<br /> Теория и применение; 2. Некоторые вопросы о флексивной и деривационной морфологии в английском языке;<br /> 3. Использование специальных англоязычных информационных выпусков американских радиопередач (VOA<br /> SPECIAL) в обучении навыкам аудирования для первокурсников факультета международных отношений в<br /> Академии Военных наук; 4. Использование ролевых игр при обучении навыкам говорения на английском языке<br /> учащихся пограничной службы; 5. Применение теории когнитивной нагрузки в создании лекции; 6. Стратегия<br /> создания интереса и эффективности на уроке чтения: Её применение в Военно-политической академии; 7.<br /> Изучение стратегий чтения у студентов инженерно-строительной специальности в институте путей сообщения;<br /> 8. Символическое значение тайских и вьетнамских фразеологизмов (на материале фразеологических групп с<br /> элементами, обозначающими части тела, выражающие человеческий интеллект); 9. Тенденция использования языка<br /> на странице Facebook некоторых университетов США; 10. Типовые разновидности лексического происхождения<br /> дел движения во вьетнамском языке; 11. О терминологии во вьетнамском словаре в настоящее время.<br /> <br /> <br /> <br /> SOMMAIRE<br /> 1. Grammaire systémique fonctionnelle de M. A. Halliday pour l’analyse du texte littéraire: Théorie et application; 2. Quelques<br /> aspects de la morphologie flexionnelle et dérivationnelle en anglais; 3. Utilisation des boulletins d’information spéciaux<br /> en anglais de la Radio des Etats-Unis (VOA) dans l’enseignement de la compréhension orale pour les cadets de première<br /> année du Département des Relations extérieures à l’Académie des Sciences Militaires; 4. Utilisation du jeu de rôle dans<br /> l’enseignement de la production orale pour les cadets à l’Académie de Garde des Frontières; 5. Application de la théorie de la<br /> charge cognitive dans la conception des fiches pédagogiques; 6. Stratégies de promouvoir la motivation et les performances<br /> de compréhension écrite des apprenants: Application à l’Académie de Politique; 7. Etude des stratégies de lecture des<br /> étudiants en techniques de construction dans à l’Université des Transports et des Communications; 8. Représentations des<br /> proverbes en Tày et en vietnamien (basé sur le corpus des proverbes ayant les parties du corps désignant l’intellect humain);<br /> 9. Tendance d’utilisation langagière sur le Facebook dans des universités américaines; 10. Procédés de lexicalisation des<br /> mouvements en vietnamien; 11. Système termnologique dans les dictionnaires contemporains du vietnamien.<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> <br /> <br /> M. A. K. HALLIDAY’S SYSTEMIC FUNCTIONAL<br /> GRAMMAR APPROACH TO LITERARY TEXT<br /> ANALYSIS: THEORY AND APPLICATION<br /> NGUYEN THU HANH*<br /> *<br /> Military Science Academy,  nguyenthuhanh09@gmail.com<br /> Received:25/9/2018; Revised: 26/10/2018; Accepted: 28/10/2018<br /> <br /> <br /> <br /> ABSTRACT<br /> The present paper provides details about the specific theoretical framework of systemic functional<br /> grammar and motivates its use in text analysis by giving examples of how it has proven useful<br /> in literary studies. The paper explains the respective roles of language, discourse and textual<br /> analysis in literary studies. Then it outlines the theoretical background, giving an overview<br /> of Halliday’s systemic functional grammar, explaining why the model of systemic functional<br /> grammar has been chosen as a suitable approach for the study of literary texts. It also concentrates<br /> on Halliday’s description of the ideational metafunction, summarizing the functional and<br /> grammatical description of Transitivity patterns. A review of linguistic studies of literary texts is<br /> made as an evidence of the effectiveness of applying Hallidayan approach to literary text analysis.<br /> Keywords: systemic-functional, grammar, Halliday, transitivity, literary text<br /> <br /> <br /> <br /> <br /> 1. INTRODUCTION social routines. Language shapes and reinforces<br /> attitudes and belief; it is a medium for cuing<br /> It is now widely accepted that there has been identities, activities, values, and ideologies: we<br /> what is described as a ‘turn’ towards language or make or build things in the world through language<br /> discourse in social research. Wood and Kroger (Fowler, 1981, p.94).<br /> (2000, p.4) believe language should be taken as<br /> not simply a tool for description and a medium of An important principle underpinning this study<br /> communication but as a social practice, a way of is that literary texts can be fruitfully explored using<br /> doing things. Gee (2005, p.10) even claims that theoretical and methodological tools designed<br /> “language has a magical property: when we speak to study language and discourse. The following<br /> or write, we design what we have to say to fit the sections of the paper outline relevant views on<br /> situation in which we are communicating. But language, discourse and text analysis that have<br /> at the same time, how we speak or write creates guided the researcher’s exploration of literary<br /> that very situation”. In other words, language is texts and thematic concerns from the perspective<br /> constitutive of thought and carries the traces of of Halliday’s systemic functional grammar.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 3<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> 2. LANGUAGE, DISCOURSE, AND articles, etc. … It refers to the processes by means<br /> TEXTUAL ANALYSIS of which the object is produced and received by<br /> human subjects. Discourse as social practice<br /> In An Introduction to Functional Grammar, examines the ideological effects and hegemonic<br /> Halliday and Matthiessen (2004, p. xiv) state that processes in which discourse is a feature. It refers<br /> “a language is interpreted as a system of meanings, to the socio-historical conditions which govern<br /> accompanied by forms through which the meanings these processes.<br /> can be realized. The question is rather: ‘how are<br /> these meanings expressed?’ This puts the forms of Fairclough (2003, p.124) also emphasizes the<br /> a language in a different perspective: as means to important role of discourse as a representational<br /> an end, rather than as an end in themselves”. It is device: “Different discourses are different<br /> from this point of view that systemic functional perspectives on the world, and they are associated<br /> linguistics was developed by Halliday and his with the different relations people have to the<br /> associates from the 1960s onwards, and one of its world, which in turn depends on their positions<br /> goals was indeed that of providing better resources in the world, their social and personal identities,<br /> for the description of literary affects achieved and the social relationships in which they stand<br /> through language choices. to other people”. These discourses both reflect<br /> and influence the ways we conceptualize and talk<br /> Fairclough (1995, p.73) claims that language about things. They also shape the ways we think,<br /> “is a material form of ideology, and language is speak, and act in ways that confirm us as member<br /> invested by ideology”. Social language or discourse of a socially meaningful group, such as a woman,<br /> is not only representational but intervenes in social a worker, or a student.<br /> change because “discourse contributes to the<br /> creation and recreation of the relations, subjects… In the present study, discourse analysis is seen<br /> and objects which populate the social world”. That as both a theoretical framework and a practical<br /> is to say, discourse can be said to be a combination methodological approach. Chiffrin chains both<br /> of the communicative purposes by which people approaches when defining discourse analysis<br /> produce texts to get a message across, to express as ‘the study of language use above and beyond<br /> ideas and beliefs, to explain something, to get the sentence’ (2006, p.170). As a branch of<br /> other people to do certain things or to think in a discourse analysis, critical discourse analysis,<br /> certain way. according to Wood and Kroger (2000, p.10), aims<br /> to explain what is being done in the discourse<br /> To make it easier to understand and analyse and how this is accomplished: that is, how the<br /> discourse, Fairclough (1995, p.97) outlines a discourse is structured or organized to perform<br /> three-dimensional model: (i) discourse as text, (ii) various functions and achieve various effects<br /> discourse as discursive practice, and (iii) discourse or consequences. They suggest this can be done<br /> as social practice. The notion of discourse as text by investigating the choices the writers make to<br /> refers to the linguistic features and organization build up a text. These choices can be seen in the<br /> of concrete instances of discourse where the representation of action, agent, and circumstances.<br /> choices and patterns of words should be analysed. In other words, discourse analysis helps us<br /> This dimension can also be taken as the object of understand how practitioners use diverse patterns<br /> analysis in the case of verbal or visual, or verbal of lexicon and grammar to present and/or reinforce<br /> and visual texts. Discourse as discursive practice certain traits of thought and ideologies.<br /> implies that discourse is that which is produced,<br /> circulated, distributed and consumed in society Fairclough (2003, p.3) claims that it is<br /> in the form of specific text types like magazines, impossible to gain a real understanding of the<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 4 No. 16 (11/2018)<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> socially constructive effects of discourse if no simultaneously reflected in the structure of every<br /> close examination is carried out of what happens in clause: the ideational, interpersonal, and textual<br /> the language when people talk or write. Therefore, metafunctions (Halliday and Matthiessen 2004, pp.<br /> textual analysis can be a useful research tool 58-62). Among them, the ideational metafunction<br /> that can be used to draw out meaning through includes two subtypes, the experiential, which is<br /> interpretation of one or more texts which allows clause as representation, and the logical, which is<br /> the researchers to make generalizations about a how the experience of each clause may be linked<br /> group, culture, or society. together with that of other clauses. Since the study<br /> limits itself to the experiential metafunction which<br /> When a study is set within the framework of serves for the expression of ‘content’ in language,<br /> systemic functional grammar, language is seen as that is, our experience of the real world, including<br /> resource, and the notion of choice is crucial: the the experience of our inner world, it shall cover the<br /> possibilities chosen are always considered against use of language to describe events, the participants<br /> the possibilities of what could have been chosen in events, and the circumstances involved in these<br /> or what is more often typically chosen. The goal events: i.e. who does what to whom, and in what<br /> of systemic functional grammar is to explore the circumstances.<br /> range of grammatical and lexical choices that<br /> are used to express meanings. It also highlights The interpersonal metafunction refers to<br /> different patterns in text data to penetrate into the use of language to interact with people and<br /> why and how these choices are made from the to establish and maintain social relations: how<br /> grammatical structures and vocabulary available. the individual is identified and reinforced in this<br /> The following section deals with the model of aspect by his/her interactions with others, allowing<br /> systemic functional grammar and reveals the them to express both social role relations and their<br /> reasons for adopting this model as a suitable own individuality. Our roles and relationships with<br /> approach to the textual analysis. other people and our attitudes towards others are<br /> expressed through the interpersonal metafunction.<br /> 3. SYSTEMIC FUNCTIONAL This line of meaning in a clause comes from<br /> GRAMMAR: A FUNCTIONAL APPROACH the clause serving as an exchange between<br /> TO TEXT ANALYSIS interlocutors. In other words, language serves not<br /> only to deliver information but also to mediate<br /> Systemic Functional Grammar is an approach personal roles and social relationships.<br /> to language established by M.A.K. Halliday<br /> and his associates during 1960s. Currently, this The textual metafunction creates links between<br /> approach which is used world-wide, particularly features of the text and elements in the context of<br /> in language education, stays more interests in the situation; it refers to the flow of information or the<br /> matter in which language is deployed in social manner in which a text is organized. In other words,<br /> contexts to obtain a specific aim. In the other the textual metafunction relates to the clause as<br /> words, the language choices people make when message. The clause gets much of its meaning as<br /> communicating closely connect to their social a message from its thematic structure. Halliday<br /> views, positions, and to their social relations. Also, and Matthiessen (2004, p.64) define the Theme of<br /> because language is used functionally, what is said the clause as a starting point of the message: it is<br /> depends on what one needs to accomplish and in what the clause is going to be about. It includes<br /> which situations. the message in a text, indicating the identity of text<br /> relations. The Theme serves to locate and orientate<br /> In Halliday’s theory, all languages are organised the clause within the context. The other part of the<br /> around three main kinds of metafunctions which are message that extends and elaborates the Theme is<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 5<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> the Rheme. In other words, Theme typically comes metafunction the elements are realized in the Mood<br /> first and after that Rheme appears to expand, element (the Subject She plus the Finite: “past<br /> justify and provide additional information to the tense”1) and the Residue (the Predicator: put, the<br /> preceding information. Complement: the apricots and the three Adjuncts:<br /> with four tomatoes [in varying shades of ripeness];<br /> The ideational metafunction is primarily + into a basket + the following afternoon. In the<br /> realized through the Transitivity system, which textual metafunction, the elements are classified<br /> refers to the choice of process (realised by the Theme (She) and Rheme (put the apricots with<br /> verbal groups), participants (nominal groups), and four tomatoes in varying shades of ripeness into<br /> circumstances (adverbial groups or prepositional a basket the following afternoon). As can be<br /> phrases) within a clause; the interpersonal seen, each element of the sentence holds several<br /> metafunction is realized largely through the mood functions at the same time and is interpreted at<br /> system which refers to whether the propositions various levels.<br /> are structured as declaratives, interrogatives, or<br /> imperatives; and the textual metafunction is realized What is of interest here is that there are typical<br /> through the Theme-Rheme system which can be ways (known as “unmarked”) and less typical<br /> useful to stylistic analysis through its combination (“marked”) ways of mapping clause elements<br /> with an analysis of information that is presented across these three functions and it is in the interplay<br /> by the speaker/writer as recoverable (Given) between the metafunctions, and the interplay<br /> or not recoverable (New) to the listener/reader. between marked and unmarked mappings of these<br /> functions, and the building up of patterns that<br /> The authors also claim that the three point to a particular view, that the ‘invisible hand’<br /> metafunctions present in language are not of an individual author’s design, or of a culture’s<br /> accidental but are necessarily in place because ideological stance, can be seen.<br /> we need them to perform functions in social life.<br /> Any text, therefore, simultaneously reflects the For instance, in the above example, the chosen<br /> three different strands of meaning in its particular arrangement of elements is for the Subject She to<br /> context. These metafunctions are simultaneous conflate with the Actor She and the Theme She,<br /> and complementary, which means each element producing an “unmarked” construction. If the<br /> of a clause (or simple sentence) performs several author had chosen to write “The following day, the<br /> functions at a time. apricots and tomatoes were put into a basket...”<br /> then even in this one sentence, there is slight<br /> For example, in the clause, “She put the change in the text’s semantic drift: the focus moves<br /> apricots with four tomatoes in varying shades away from Louisa as an Actor, and onto the time<br /> of ripeness into a basket the next afternoon” sequence of the narrative, because Louisa is no<br /> (Masters, 1982, p.53), every element of the clause longer Subject and Theme in the revised sentence,<br /> performs a function across each of the three and is only a possible, unnamed Actor. Instead, the<br /> complementary metafunctions. From the point time of the event “the following day” has become<br /> of view of the experiential metafunction, these the Theme, and “the apricots and tomatoes” now<br /> elements are signified by the Actor (She), the constitutes the grammatical Subject. If such subtle<br /> material process (put), the Goal (the apricots), and changes are made consistently to surrounding<br /> the three Circumstances, one of Accompaniment clauses, their effect can build up to produce<br /> (with four tomatoes in varying shades of ripeness), quite significant changes in how characters and<br /> one of Spatial Location (into a basket) and one events are depicted, and ultimately to give quite<br /> of Temporal Location (the following afternoon). a different meaning to a whole story or body of<br /> From the point of view of the interpersonal work (Nguyen Thu Hanh, 2018).<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 6 No. 16 (11/2018)<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> In the “apricots and tomatoes” example, the 4. HALLIDAY’S IDEATIONAL<br /> conflation of Subject, Actor and Theme allows an METAFUNCTION AND TRANSITIVITY<br /> extensive use of Circumstantial Adjuncts. This is<br /> rather unusual, and can be seen to work towards In constructing experiential meaning, there is<br /> a text purpose of depicting the central character, one major system of grammatical choice involved:<br /> Louisa, as a woman whose identity and inner life the Transitivity system which Halliday and<br /> is tied up with food and cooking. Interestingly, Matthiessen (2004, p.106) identify as follows:<br /> the original ordering of the Adjuncts, whereby the<br /> character Louisa is depicted as putting the apricots Language enables human beings to build a<br /> “with four tomatoes in varying shades of ripeness mental picture of reality, to make sense of their<br /> into a basket the following afternoon” offers a experience of what goes on around them and<br /> possible ambiguity - are the apricots in different inside them. …Our most powerful impression<br /> shades of ripeness too, or just the tomatoes? The of experience is that it consists of ‘goings-on’ -<br /> food-conscious reader is likely to appreciate happening, doing, sensing, meaning, and being and<br /> that apricots might be consumed in one sitting, becoming. All these goings-on are sorted out in the<br /> whereas tomatoes are more likely to be eaten one grammar of the clause. …The grammatical system<br /> at a time on different days, so such a reader will<br /> by which this is achieved is TRANSITIVITY.<br /> probably settle on just the tomatoes being varied,<br /> The Transitivity system construes the world of<br /> interpreting this passage as depicting a character<br /> experience into a manageable set of PROCESS<br /> (and identifying the author) as someone who is<br /> as thoughtful about gifts of fresh produce as they TYPES.<br /> might be themselves under similar circumstances.<br /> From an analytical point of view, “[t]<br /> From the point of view of literary criticism, such<br /> he Transitivity system construes the world of<br /> subtle choices of syntactic arrangement can be<br /> seen as an important and under-examined resource experience into a manageable set of process<br /> for the construction of character, point of view and types” (Halliday and Matthiessen, 2004, p.170);<br /> literary theme. and particular Transitivity patterns may endow the<br /> character with a certain ideological position in a<br /> By examining the experiential metafunction literary text. Clauses represent events and processes<br /> the analyst can uncover the way in which the of various kinds, and Transitivity specifies how<br /> writer of a text envisages the events taking place in the action is performed, by whom and on what. As<br /> the imagined world of the characters; focusing on part of the experiential function of language, it is<br /> the experiential metafunction allows the analyst to an essential tool in the analysis of representation.<br /> examine how language is used as a resource for Crucially, different social structures and values are<br /> representing the world by looking at the Transitivity often reflected by different patterns of Transitivity.<br /> configurations of processes-participants. With<br /> Transitivity, a close analysis of lexicon and Halliday and Matthiessen’s (2004, pp.106-109)<br /> grammar can be obtained: as Martin (2000, p. argument that Transitivity is measurable will be<br /> 276) claims “it allows us to ask questions about used to study the clausal structure which is based<br /> who is acting, what kinds of action they undertake,<br /> on the main verb of the sentence. The essential<br /> and who or what if anything they act upon”.<br /> difference underlying processes which Halliday<br /> The next section illustrates how the functional points out is the difference between outside-oneself<br /> model has been used in various analyses and what processes referring to actions and events and<br /> the findings point to, as well as presenting the inside-oneself processes referring to observation<br /> perspective of Transitivity, according to which and reflection. The Transitivity system is realised<br /> actions and events can be interpreted. in the three following structural elements:<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 7<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> The Process which can be a state, an action, an Each individual Process is accompanied by a<br /> event, a transition or change, a process of doing, particular configuration of Participants. Halliday<br /> sensing, saying, behaving, or existing. The Process and Matthiessen’s classification below and the<br /> is realized through a verbal group, e.g., sang, was examples which are taken from the research data<br /> singing, wanted to sing. illustrate the theory and familiarize the reader with<br /> the kind of texts the study deals with.<br /> The Participants which refer to the involvement<br /> of persons, objects, or abstractions with different According to this theory, Halliday and<br /> labels such as Actor and Goal; Senser and Matthiessen (2004, pp.168-248) propose six<br /> Phenomenon; and Carrier and Attribute. A different processes types which are distinguished<br /> Participant is usually realized by a nominal group, according to whether they represent actions,<br /> e.g. All the ripe apricots, Louisa, the man in the speech, states of mind or states of being. These<br /> red jumper. are classified as material processes, relational<br /> processes, mental processes, verbal processes,<br /> The Circumstances which are the expressions<br /> behavioural processes and existential processes.<br /> of time, place, manner, means, cause, conditions…<br /> They answer the questions of when, where, why Material processes are processes of doing<br /> and how the processes occur. They are generally (making, creating, going, and happening), both<br /> realised by adverbial groups and prepositional physical, tangible actions and abstract actions<br /> groups, e.g. slowly, on Tuesday, for dinner, instead<br /> or happenings. Halliday and Matthiessen call<br /> of a snack.<br /> these ‘action processes’ expressing the fact that<br /> Halliday and Matthiessen (2004, p.176) state something or someone undertakes some action<br /> that though the Process may be considered central, or some entity ‘does’ something – which may be<br /> other important elements are the Participant or done to some other entity. These processes can be<br /> Participants which help to bring about the Process, probed by asking what did x do? Two essential<br /> which means that the configuration of Process participants of a material process are an Actor –<br /> plus Participants constitutes the core centre of the the doer of the process – and optionally a Goal –<br /> clause. This core may be extended temporally, the person or entity affected by the process: The<br /> spatially, causally, and so on by circumstantial clause can represent the action either from an<br /> elements or Circumstances. For example, the active perspective: “The lion caught the tourist” or<br /> clause “Louisa did her shopping quickly and from passive perspective: “The tourist was caught<br /> efficiently” (Masters, 1982, p. 50), the Process is by the lion” (2004, p.181). Verbs like dig, write,<br /> represented by the verb form did; Louisa and her repair, send, give, resign, cheer, hit, carry, strike,<br /> shopping function as Participants; and quickly and bury, roll, ruin, eat, make, write, kick, run, paint,<br /> efficiently as Circumstances. Thus, in order to carry construct, build, cook, give, send, … are examples<br /> out a Transitivity analysis of a clause structure, we of verbs as material processes, to mention but a<br /> should investigate those three aspects of the clause: few (2004, pp.187-188).<br /> a process unfolding through time, the participants<br /> involved in the process, and circumstances Mental processes encode mental reactions<br /> associated with the process (Nguyen Thu Hanh, such as perceptions, thoughts and feelings. In<br /> 2018). In other words, in describing the grammar this case, it is no longer about ‘doing’ but about<br /> of the clause as representation we need to consider ‘sensing’. In other words, mental processes give an<br /> both the differences between process types, the insight into people’s consciousness and how they<br /> associated differences in functional participant sense the experience of reality. Mental processes<br /> roles, and the possible choice of circumstances. express perception (e.g. hearing or smelling);<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 8 No. 16 (11/2018)<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> affection (e.g. liking or hating), and cognition (e.g. There are also three subsidiary process<br /> understanding or thinking). These processes can types that share characteristic features of each<br /> be probed by asking what do you think/ feel/ know of the three main processes above (Halliday and<br /> about x? Mental processes have two participants: Matthiessen, 2004, p.248). Between material and<br /> the Senser – the conscious being who is involved mental processes lie behavioural processes that<br /> in a mental process - and the Phenomenon - which characterize the outer expression of inner workings<br /> is felt, thought, or seen by the conscious Senser: and include physiological and psychological<br /> “She [Senser] likes [mental Process] the place behaviours such as breathing, laughing, sneezing.<br /> [Phenomenon]”. One of the main differences Sometimes it is difficult to identify behavioural<br /> between material processes and mental processes processes because they resemble either mental<br /> is that one of the participants in a mental process, or verbal processes in which one participant is<br /> the Senser, must be a conscious being, whereas typically a conscious being. However, behavioural<br /> in material processes participants may be any processes do not project, so behavioural processes<br /> kind of entity. Examples of this kind of process usually have one participant who is typically<br /> are the perceptive verbs such as see, sense, feel, a conscious one, known as the Behaver as in<br /> smell; cognitive verbs such as know, believe, think, “She [Behaver] glanced through the funny little<br /> remember; desiderative verbs such as want, wish, window” (Masters, 1982, p.54), whereas mental<br /> would like, long for; and emotive verbs such as and verbal processes must include a second<br /> like, hate, like, love, enjoy, please, delight, dislike, participant with the meaning of Phenomenon or<br /> hate, detest, grieve, to mention but a few (Halliday Verbiage or Projection. Examples of behavioural<br /> and Matthiessen, 2004, p.210). processes include watch, look, stare, listen, cry,<br /> laugh, breathe, sneeze, grimace, scowl, grin, taste,<br /> Relational processes construe relationships sniff, stare, gawk, breathe, cough, snuffle, smile,<br /> of being and having between two participants. In frown, pout and dream (Halliday and Matthiessen,<br /> relational processes a participant is characterised, 2004, p.251).<br /> identified, or situated circumstantially. There are<br /> Between mental and relational processes<br /> two basic types of relational Processes; one is the<br /> one can place verbal processes, which represent<br /> identifying process which serves the purpose of<br /> the art of saying and its synonyms like tell,<br /> defining, and the participants involved are Token<br /> report, persuade, urge, announce. Usually three<br /> and Value: “My office [Token] was [relational<br /> participants are involved in verbal processes:<br /> Process] the room on the right [Value]” (my<br /> the Sayer who performs the verbal process; the<br /> example). Here the Value serves to define the<br /> Receiver who is the person at whom the verbal<br /> identity of the Token. The other type of relational<br /> process is directed; and the Verbiage which is the<br /> process is attributive, which serves to describe. The<br /> nominalised statement of the verbal process: “The<br /> participants associated with it are the Carrier and teacher [Sayer] told [verbal Process] the students<br /> the Attribute and we can say that ‘the X (realized [Receiver] about the next exam [Verbiage]” (my<br /> by Carrier) is a member of the class Y (realized example).<br /> by Attribute)’: “She [Carrier] was [relational<br /> process] squarish in shape [Attribute]”. Examples Between relational and material processes are<br /> of verbs serving as relational processes are: be, existential processes which represent states of<br /> become, belong, get, lie, own, need, deserve, being and existing. Existential processes typically<br /> have, lack, last, include, exclude, contain, seem, employ the verb be or its synonyms such as exist,<br /> stand and turn, among many others (Halliday and arise, occur, follow, appear, emerge, and remain.<br /> Matthiessen, 2004, p.228). The only participant in this process is Existent<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 9<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> which follows the there is /are sequences: “There To do a Transitivity analysis it is first necessary<br /> was [existential Process] another fairly regular to identify the Process that a clause expresses,<br /> Sunday afternoon activity for Mrs Schaefer whether there is a conscious individual doing the<br /> [Existent]” (my example). action to another entity, or whether the action is<br /> one of saying, thinking, or feeling, etc. It is then<br /> There is nothing intrinsically superior or necessary to identify patterns in the use of these<br /> processes and their supporting elements. In a<br /> inferior about the different process types, and no<br /> nutshell, carrying out a Transitivity analysis often<br /> priority of one process type over another. These<br /> involves three elements: the Process type, its<br /> six process types can be thought of as forming Participants and the Circumstances.<br /> a circle with the main three processes linked by<br /> the three in-between processes. The process types 5. THE HALLIDAYAN APPROACH TO<br /> actually form a continuum, with each type shading THE ANALYSIS OF LITERARY TEXTS<br /> into the next on the circle, so identifying a process<br /> to one of the six categories is not always simple. Apart from the fact that systemic functional<br /> grammar offers an integrated, comprehensive<br /> The main criteria for recognizing the various and systematic model of language which may<br /> process types are shown in Table 1 be applied to discourse analysis, as well as<br /> helps analysts theorise the relationship between<br /> A Transitivity analysis is also useful in language and social life, a framework of textual<br /> characterizing the participants involved, how analysis based on systemic functional linguistics<br /> they locate themselves in relation to others, is used to study the different literary texts because<br /> and whether they take an active or passive role of the advantages this system offers in enabling<br /> in communication. Also with Transitivity we<br /> a ‘dissection’ of language in use. There have<br /> can understand how the fictional characters<br /> appeared a number of stylistic investigations into<br /> experience their world of actions and relations.<br /> Transitivity in literary narratives sharing this aim.<br /> As mentioned earlier, together with process<br /> types, another important element of the clause as One of the most influential studies in stylistics<br /> representation is the participant which is directly using this method is Halliday’s analysis of<br /> involved in the process either by bringing about William Golding’s The Inheritors (qtd. in Carter<br /> the process or being influenced by it (Halliday and and Stockwell, 2008, p.19). In this work, Halliday<br /> Matthiessen, 2004, p.175). Each individual Process shows how the patterns of Transitivity in three<br /> type is accompanied by particular Participant selected passages of the novel demonstrate<br /> functions (see Table 1).The combination of the limited knowledge of technology and the<br /> the Participant and the Process establishes the vulnerability of the tribe. In his analysis Halliday<br /> experiential core of the clause. shows how inanimate objects or human body parts<br /> appear in the text as the affected participants of<br /> Around this centre there is a periphery in transitive verbs, and that the protagonist, Lok, is<br /> which circumstantial elements extend the Process<br /> the Actor of material processes but his action is<br /> temporally, causally, spatially and so on, being<br /> always intransitive. The image is one in which<br /> realized by an adverbial group or prepositional<br /> phrase (see Table 2). The notion of Circumstance Lok acts but does not act on things; he moves, but<br /> is explained by Bloor and Bloor (2004, p.131) as moves only himself, not other objects, e.g. “The<br /> “being concerned with such matters as the settings, man turned sideways in the bushes, he rushed to<br /> temporal and physical, the manner in which the the edge of the water”, and “Lok turned away”.<br /> process is implemented, and the people or other There are several material clauses but the processes<br /> entities accompanying the process rather than are again of simple movements or intransitive<br /> directly engaged in it”. such as “turn”, “move”, and “crouch”. This lack<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 10 No. 16 (11/2018)<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> Table 1: Summary of process types, participant roles, and circumstances<br /> <br /> Process type and Domain Restrictions Participants Circumstances<br /> function<br /> Type Questions<br /> Material outside activities: none: Actor = doer Extent: How long?<br /> to construe the doing something anyone/ Goal = affected How far?<br /> material world of anything can do Range = not How many<br /> doing affected times?<br /> Beneficiary = to/<br /> for<br /> Where?<br /> Location:<br /> Behavioural physiological & needs Behaver = doer When?<br /> to construe psychological consciousness Behaviour = done<br /> conscious behaviour: the Contingency: If what?<br /> behaviour doing version of<br /> mental and verbal Cause: Why?<br /> processes What for?<br /> <br /> Accompaniment: With whom?<br /> Mental inside activities: needs Senser = doer Who else?<br /> to construe and thinking, knowing, consciousness Phenomenon But not who?<br /> may project the liking, wanting, & human = thing<br /> inner world of perceiving characteristics known/ Matter: What about?<br /> consciousness liked/<br /> disliked/<br /> wanted/<br /> perceived<br /> Verbal bringing inside none: Sayer = doer Role: What as?<br /> to construe saying outside: saying anyone/ Verbiage = said<br /> something anything can say Receiver = said to Manner:<br /> Target = said<br /> about means How?<br /> Existential introducing new None Existent What with?<br /> to construe participants quality How?<br /> existence<br /> comparison What like?<br /> Relational characterising None Carrier = thing<br /> Attributive membership of a described Angle: According to<br /> to construe class Attribute = whom?<br /> relationships of description<br /> description<br /> Relational decoding known Token = form<br /> Identifying meanings and None Value = function/<br /> to construe encoding new role<br /> relationships of meanings<br /> identification and<br /> equation<br /> (Butt et al., 2000, pp. 62-65)<br /> <br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 11<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> of transitive clauses of action with human subjects author’s strategic co-ordination of many different<br /> reveals Lok’s and his tribe’s limitations when language features to show or suggest such themes,<br /> faced with a new group of people who possess rather than explicitly state them.<br /> more sophisticated tools and ways of dealing with<br /> everyday life. A much-cited study is Burton’s (1996) stylistic<br /> analysis of a sequence from Sylvia Plath’s The<br /> Similarly, in a Transitivity analysis of Sheila Bell Jar. By looking at the Transitivity patterns,<br /> Watson’s novel The Double Hook, Ji and Shen Burton uncovered key textual resources used by<br /> (2004) demonstrate that the Transitivity model Plath to depict gendered institutional relationships<br /> can function as a useful tool in revealing the between doctors/nurses and a female patient. The<br /> process of a character’s mental transformation, domination of Actor roles taken by the medical<br /> and, further, that a Transitivity analysis may shed staff in the analysis indicates that they have an<br /> fresh light on the interpretation of the text. Their active influence on the female patient who is<br /> analysis reveals that the character James’s return almost always represented as a Goal/Range in<br /> journey is marked by a change from inertia to intransitive processes.<br /> activeness, from perplexity to resolution, from<br /> individual isolation to a sense of community, In his analysis of how characters are<br /> which is constructed in large part through an constructed through patterns of Transitivity,<br /> increase in material and mental processes. Toolan (1988, p.115) states that “we rapidly obtain<br /> a preliminary picture of who is agentive, who is<br /> In her book Linguistics, Language, and Verbal affected, whether characters are doers or thinkers,<br /> Art, Hasan (1985) analyses the poem “Widower whether instruments and forces in the world<br /> in the Country” by Les Murray, showing how the dominate in the representation”. Montgomery<br /> author’s linguistic choices express the theme of the (1993) uses systemic functional linguistics to<br /> story and pointing out features of language that are explore how character is represented and how the<br /> prominent and meaningful in the depiction of the text is constructed to achieve meaning through the<br /> protagonist still grieving for the loss of his wife. patterns of Transitivity employed in a Hemingway<br /> With the concept of the term ‘-ER role’ referring short story “The Revolutionist”. In his analysis,<br /> to active participants such as Actor, Behaver, Montgomery (1993, pp.132-133) points out the<br /> Senser, Sayer, and Carrier, and the term ‘-ED role’ large portion of the process types engaged in by<br /> referring to passive participants including Goal, the revolutionist turns out to be the material action<br /> Range, Phenomenon, etc., Hasan’s Transitivity types; how ever the revolutionist is inscribed<br /> investigation of the poem shows that the man’s more often in the role of affected than the role of<br /> daily schedule is very ordered and quite tedious. agent. This means he is experiencing the effects<br /> This is reflected in the high distribution of material of other people’s agency rather than acting on<br /> processes in which the widower is the only human others. When the revolutionist is an agent (Actor)<br /> in an ‘-ER role’ throughout the poem. That there is in these material clauses, he is not often associated<br /> no verbal process in this poem demonstrates that with any affected entities, e.g. “he was travelling<br /> the widower is depressed, he does not feel like …” or “he had walked much”. Montgomery then<br /> communicating with the world. He is almost robot- notices that the revolutionist is also realized as<br /> like, on his work on the property. Although no Senser or Sayer as in “he believed altogether in<br /> individual clause of the poem encodes the widower the world revolution”, “he did not like Mantegna”.<br /> as saying he is alone, sad, and completely isolated, From the detailed Transitivity analysis of the<br /> in her own terms, what Hasan is ‘making visible’ story, Montgomery comes to the conclusion that<br /> here is the symbolic articulation of a theme - such as a character, the revolutionist might be summed<br /> as the isolation of widowerhood - through the up as ‘intransitive’ rather than ‘transitive’. In fact<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 12 No. 16 (11/2018)<br />  LINGUISTIC THEORIES v<br /> <br /> <br /> Montgomery’s analysis helps to demonstrate how narrative or a poem). For example, in analysing a<br /> our perception of fictional characters is moulded traditional literary narrative, a reader may look at<br /> by the ways in which they act or are acted upon, how the writer complied or not with certain generic<br /> which is coded in the language choice and use. expectations (i.e., setting, conflict, resolution). At<br /> the other pole, the narrative can be viewed in terms<br /> Another interesting study is Nguyen Thu of the material situation that influenced it, e.g.,<br /> Hanh’s (2017) Transitivity analysis of Olga how the readers’ knowledge influenced the lexical<br /> Masters’ “A Dog That Squeaked” which contributes choices a person made in telling a story. Halliday<br /> to the text’s re-positioning of the mother (the and Matthiessen (2004, p.29) stress the importance<br /> protagonist) in relation to traditional ‘feminine’ of always acknowledging the dialectical tension<br /> and maternal roles. In the story, as Nguyen Thu between these two poles:<br /> Hanh claims, the mother frequently plays the<br /> role of an Actor in the many Material processes Text has the power to create its own<br /> that describe her house-keeping activities such as environment; but it has this power because of the<br /> “do the ironing”, “cut [the meat]”, and “took an way the system has evolved, by making meaning<br /> armful of ironing”. However, a close study of the out of the environment as it was given.<br /> Material clauses in which the mother participates<br /> articulates a different image of the mother: she is In other words, cultural and situational<br /> represented as an angry and rebellious housewife. parameters impact on the range of choices a<br /> This point can be illustrated in the portrayal of the speaker/writer has in making meaning: a text will<br /> mother who “flung the father’s shirt”, “seiz[ed] be seen as coherent by a discourse community only<br /> the poker”, and “slapped the irons”. Her protests to the degree that it adheres to certain experiential<br /> against household chores can be seen through the expectations about what type of language should<br /> use of Material processes that denote the tension be used or indeed who gets to use it in a particular<br /> embodied in these activities. She also verbally context. For example, to create an experimental<br /> rejects her domestic roles by saying that she is and subversive literary narrative, a writer knows<br /> not ironing the father’s clothes and not serving well and plays against normative expectations<br /> afternoon tea. Nguyen Thu Hanh’s (2017) study about what linguistic resources are used in<br /> of Transitivity patterns then portrays the mother canonical narratives (Toolan, 1988). Echoing<br /> as a hard-working but ‘angry’ housewife who just the point, Fowler (1981) sees an inseparable<br /> for a while wants to escape from the domestic connection between the linguistic structures in<br /> obligations assigned to her. literature and the socio-political context of its<br /> production and reception. In his linguistic analysis<br /> Overall, a writer uses patterns of Transitivity of Shakespeare’s King Lear, for example, Fowler<br /> and lexical relations to build characters and create shows how the interpersonal choices enacted in the<br /> a particular perspective on them. Such an analysis play relate very closely to the type of relationships<br /> provides us with a way of seeing how texts make enacted between kings and their subjects in<br /> meaning through the distribution of patterns of Elizabethan times.<br /> meaning at the clause and whole-text level.<br /> Another very important and complex element<br /> Systemic functional linguists such as Halliday, in literary narratives is overall texture or cohesion<br /> Matthiessen, and Hasan also articulate the unique (Hasan, 1985; Fowler, 1981): that is, the connections<br /> properties of an individual text and show how between the specific patterns of meaning or lexical<br /> they relate to the more general language system. choices in sections of the narrative in relation to<br /> Halliday and Matthiessen emphasize how at whole text. As Fowler states literary texts are<br /> one pole, a text can be seen as a general set of unified by linkings, echoes, and correspondences<br /> patterns that belong to a particular text type (e.g., a across sections larger than sentences.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> No. 16 (11/2018) 13<br /> v LINGUISTIC THEORIES<br /> <br /> <br /> From the research and through the above cases it may be realised by an auxiliary verb, e.g.<br /> discussion, it has been shown that the choice of She will put.<br /> Transitivity patterns appears to be a key factor in<br /> the success or the development or otherwise of References:<br /> clause and text alike. In short, to explore literature Bloor, T., and M. Bloor (2004). The Functional Analysis of<br /> through a critical systemic functional linguistic English. 2nd ed. London: Arnold.<br /> lens means also investigating its implicit and Burton, D. (1996). “Through Glass Darkly: Through Dark<br /> explicit messages conveyed by the writers. The Glasses (on Stylistic and Political Commitment – Via a<br /> theory of systemic functional linguistics sees Study of a Passage from Sylvia Plath’s The Bell Jar).”<br /> language as a dynamic set of choices for a writer Stylistics Reader: From Roman Jakobson to the Present.<br /> or speaker to use in a variety of social contexts Ed. Jean Jacques Weber. London: Arnold, pp. 224-240.<br /> (e.g., Eggins; Halliday and Matthiessen). In the Butt, D., et al. (2000). Using Functional Grammar: An<br /> above summary of linguistic studies, systemic Explorer’s Guide. 2nd ed. Sydney: National Centre for<br /> functional linguistics has been a way to analyse English Language Teaching and Research, Macquarie<br /> University.<br /> how the writers organise the language and create<br /> the “literariness” of their texts through patterns of Carter, R., and P. Stockwell, eds (2008). The Language and<br /> Transitivity, cohesive harmony and lexical choices. Literature Reader. London: Routledge.<br /> Eggins, S. (2004). An Introduction to Systemic Functional<br /> 6. CONCLUSION Linguistics. 2nd ed. New York,: Continuum.<br /> Fairclough, N. (2003). Analysing Discourse: Textual<br /> This paper has outlined linguistic-theoretical Analysis for Social Research. New York: Routledge.<br /> issues relevant to the analysis of literary texts.<br /> Fairclough, N. (1995). Critical Discourse Analysis: The<br /> This analysis lie