系统功能语法systemic-functional grammar

合集下载

Systemic Functional Grammar

系统语法
系统语法首先关注各种各样的选择的本质和重要性。这些选择是一个人有意或无意作出的，是要从一种语言里所能够说出的无穷无尽的句子里说出某一个特定的句子的过程。系统语法的核心部分是构建句子的一整套有效选择的图表，并且配有对不同选择之间的关系的详细说明。例如，韩礼德提出，在英语的主句中，及物性系统提供了“外延性的”或“内涵性的” 选择；如果选择了外延性的，又会有“描写的” 或“有效的”的选择；如果选择了有效的，又会出现更进一步的“可操作的”或“能接纳的” 对立。
“语境是话语在其中行使功能的整个事件，以及说话人或写作者的目的。因此，它包括话语的主题。方式是事件中话语的功能，因此，它包括语言采用的渠道（临时的或有准备的说或写），以及语言的风格或者修辞手段（叙述、说教、劝导、应酬等等）。基调指交际中的角色类型，即话语的参与者之间的一套永久性的或暂时性的相应的社会关系。范围、方式和基调一起组成了一段话语的语言情景。”这些变量分别决定他提出的概念功能（ideational function），语篇功能（textual function）和人际功能（interpersonal function）这三大纯理功能（metafunction）。而这三大纯理功能又分别支配语义系统中的及物性系统、主位/信息系统和语气/情态系统
韩礼德把语法分析的尺度叫做阶。为了把范畴相互联系起来，要采用三种抽象的阶进行工作，这就是级（rank）、幂（exponence）和精密度（delicacy）的阶。级的阶上，排列着从句子到语素的各层单位，按逻辑顺序从最高单位排列到最低单位。句子的描写只有当语素的描写完备以后才能完备，反之亦然。幂的阶是抽象程度的阶梯，它把语法中的概念同实际材料联系起来。从比较抽象的概念向具体的材料推进，就是沿着幂的阶下降。韩礼德把语法分析的尺度叫做阶。为了把范畴相互联系起来，要采用三种抽象的阶进行工作，这就是级（rank）、幂（exponence）和精密度（delicacy）的阶。

Systemic Functional Grammar

(2)语言是社会人的有意义的活动，是做事的手段，是动作，因此它的功能之一必然是反映人与人之间的关系，如或对对话轮的选择做出规定，或是对事物的可能性和出现频率表示自己的判断和估测，或是反映说话人和听话人之间的社会地位和亲属关系。这个元功能就是“人际” （interpersonal）元功能。
(3) 实际使用中的语言基本单位不是词或句这样的语法单位，而是表达相对来说是完整思想的“语篇”（text）。上述两种功能部分最后要由说话人把它们组织成语篇才能实现。这就是“语篇”（textual）元功能。语篇功能是语言与语境发生联系，使说话人只能生成与情景相一致和相称的语篇。
的语义时，必然要在语言的各个语义功能部分进行相应的选择。这种选择取决于使用语言时的语境的方方面面。这种选择在语言的不同层次都可进行。总之，内容决定形式，形式要由实体体现。
功能语法则说明语言是社会交往的工具。语言系统的形式正是人们在长期交往中为了实现各种不同的语义功能所决定的。同样，当人们在语言系统中进行选择时，也是根据所要实现的功能而进行的有动因的活动。由于语言构建现实，功能语法必须建立在日常形式的语言上，它是经验的理论。
Systemic Functional Grammar 系统功能语法
系统功能语言学的背景
M.A.K. Halliday（韩礼德）（1925－）在伦敦学派中继承和发展了弗斯的理论。他的系统功能语法是一种具有社会学倾向的功能语言学处理方法，是二十世纪最有影响的语言学理论之一，同时也影响到和语言相关的不同领域，如语言教学、社会语言学、话语分析、文体学和机器翻译等。 1947年，韩礼德在伦敦大学获得了中国语言文学学士。随后于1947-1949年之间，在罗常培的指导下在北京大学学习； 1949-1950年在岭南大学，师从王力。后来他在弗斯的指导下攻读博士学位。1955年，韩礼德完成了他的博士论文《" 元朝秘史"的语言》，主要研究了14世纪中国北方的方言。 1955年以来，他在英国和美国的多所大学里任教，教授语言学课程。1975年，韩礼德移居澳大利亚，创建了悉尼大学的语言学系，并且一直任教至1988年退休。

《系统功能语法及其在话语分析中的应用》

《系统功能语法及其在话语分析中的应用》一、引言系统功能语法（Systemic Functional Grammar）作为一种语言分析方法，近年来在语言学领域受到了广泛的关注。

它不仅为语言研究提供了新的视角，而且在话语分析中发挥了重要作用。

本文旨在探讨系统功能语法的理论基础及其在话语分析中的应用。

二、系统功能语法的理论基础系统功能语法是由英国语言学家迈克·霍奇金森（Michael Halliday）提出的一种语言学理论。

该理论主张语言是一个复杂的系统网络，由一系列功能子系统组成，包括经验系统、逻辑系统和符号系统等。

在语言使用中，这些子系统相互联系、相互作用，共同构成了语言的意义。

1. 经验系统：经验系统是系统功能语法中最重要的部分，它关注语言如何反映现实世界中的经验。

经验系统包括两个子系统：及物性系统和语态系统。

及物性系统关注语言如何描述事物的性质和关系，而语态系统则关注语言的时态和体态。

2. 逻辑系统：逻辑系统是系统功能语法中负责组织信息的部分，它包括主位结构和信息结构等。

主位结构关注句子中信息的起始点，而信息结构则关注信息的组织和排列。

3. 符号系统：符号系统主要关注语言如何表达意义和关系，包括隐喻、转喻等修辞手法。

这些修辞手法使语言具有丰富的表达力和多样性。

三、系统功能语法在话语分析中的应用系统功能语法在话语分析中具有广泛的应用价值。

通过分析语言的组织结构、功能和意义，我们可以更好地理解话语的生成和解释过程。

下面将详细介绍系统功能语法在话语分析中的应用。

1. 分析话语的语态和时态：通过分析话语的语态和时态，我们可以了解说话者的态度和视角，以及说话时的语境和时间信息。

例如，使用进行时态可以表达一种持续的行动或正在发生的事情，而完成时态则强调动作的完成或结果。

2. 揭示话语的主题和结构：通过分析话语中的及物性系统和主位结构，我们可以揭示话语的主题和结构。

例如，在描述某个事件时，说话者可能会使用不同的及物性过程来描述事件的性质和关系，从而形成不同的主题和结构。

韩礼德系统-功能语法的“功能”思想来源及其发展

[摘要]韩礼德系统-功能语法在当代语言学流派中具有较大的影响，其“功能”思想属于语义分析范畴，比较系统全面地阐述了语境在语义分析中的作用和地位。

他的有关“功能”的思想基本来源于三个方面，本文将以“功能”为视角，分析系统-功能语法的“功能”思想来源及其发展。

[关键词]功能语义语境在当代语言学流派中，系统－功能语法（Systemic Functional Grammar）具有较大的影响，它加深了人们对语言的认识。

系统－功能语法是由英国语言学家韩礼德（M.A.K. Halliday）创立的，由“系统语法”和“功能语法”两部分构成，但并不是这两种语法的简单总和，而是一个完整的理论框架中的不可分割的部分，都直接或间接地讨论了语境与语言意义或功能的关系问题。

韩礼德的“功能”思想属于语义分析范畴。

他的有关“功能”的思想基本来源于三个方面：布拉格学派（The Prague School）的功能语言观、马林诺夫斯基（Malinowski）的“语境”理论和弗斯（J.R. Firth）的语言功能观。

本文将以“功能”为视角，分析韩礼德系统－功能语法的“功能”思想的来源及其发展。

一、布拉格学派的功能语言观语言的“功能”概念早就出现在捷克语和俄语的语言学中，但却是布拉格学派的学者赋予它更加全面的阐述。

该学派认为，对语言的研究应遵循说话的顺序，即“从讲话人或写作者的角度去考察语言”。

人们在说话时总是先想到要表达什么，然后才会去考虑具体应用什么语言形式，因此在研究语言时也应按照这一顺序，从语言的功能入手，然后再去研究语言的形式。

该学派对日常话语分析提出新的理论，他们认为语言是完成语言社团赋予其基本职责的工具，其中最重要的功能就是交际功能，因此，语言可以用语言单位在句子中所发挥的交际功能来分析。

该学派的创始人马泰休斯（Mathesius）早在20 世纪30 年代就用功能分析法分析话语，他修改了传统语法中主语（subject）、谓语（predicate）的提法，提出主位（theme）、述位（rheme）两个术语。

系统功能语法概述halliday

系统功能语法概述公元20 世纪，当传统语法威名坠地、逐渐衰落之际，世界的语言学界便迎来了群雄割据的时代……把语言看作功能的流派，看重语言环境重要性的流派，把语言看作复杂结构的流派，崇尚寻求语言极致规律的流派……除此之外许多小流派在这之间登场，也在这之间消逝……当前，语言学界仍存在着众多流派；在此之中，具有比较大影响力的有：1. 强调共时、系统性、语言功能的布拉格学派(Prague School)2. 强调语言环境和语音系统重要性的伦敦学派(London School)3. 注重描写语言研究结构的美国结构主义(American Structuralism)4. 寻求人类极致的语言知识的转换生成语法(Transformative-Generative Grammar)不同的语言学流派的见解不同之处主要集中在句子是怎么组成的，也就是在句法学上面（以后会再说明语言学的不同分支）。

而今天将要涉及的，就是以韩礼德(Halliday) 为首的伦敦学派。

20 世纪初，人类学教授马林诺夫斯基(Malinowski) 认为，一个人所在的语言环境（语境）会对一个人怎么使用和理解语言产生很大的作用。

例如说，有些词语只能在某一群人里面才有特定的意思，或者说在某个特定的场合才有特定的意思。

马林诺夫斯基这种光辉的思想被语言学家弗斯(Firth) 继承了下来。

弗斯把这种光辉思想和现代语言学之父索绪尔(Saussure)的思想结合起来，创立了伦敦学派。

而现在，伦敦学派传承到了韩礼德这一代；因为这个学派注重语言环境和语言系统的重要性，因此伦敦学派也被称为系统语言学(systemic linguistics) 和功能语言学(functional linguistics).韩礼德，人称Halliday, 英格兰约克郡里兹人。

对语言很感兴趣，本科阶段在伦敦大学学习汉语语言文学，之后在北京大学深造，接着在岭南大学（中山大学的前身……）攻读现代汉语。

系统功能语法

物性系统可以分为 6 个过程 (Processes), 分别是：物质过程 (material process), 心理过程 (mental process), 关系过程 (relational process), 行为过程 (behavioral process), 言语过程 (verbal process), 存在过程 (existential process).
组成部分：概念功能 (ideational function)、人际功能 (interpersonal functions)、
语篇功能 (textual function).
I. 概念功能
概念功能由两个子功能组成，分别是经验功能 (Experiential Function) 和逻辑功能 (Logical Function). 概念功能就是用来向听话人传递新信息的。概念功能的两个部分当中，经验功能主要由及物性系统 (Transitivity System) 和语态 (Voice) 构成
1. 给予物品和服务，也就是提供 (offer). 对于提供，对方可以有接受 (acceptance) 和退回 (rejection) 两种回应。 2. 求取物品和服务，也就是命令 (command). 对于命令，对方可以有执行 (undertaking) 和拒绝 (refusal) 两种回应。 3. 给予信息，也就是陈述 (statement). 对于陈述，对方可以有认可 (acknowledgement) 和驳回 (contradiction) 两种回应。 4. 求取信息，也就是提问 (question). 对于提问，对方可以有回答 (answer) 和拒答 (disclaimer) 两种回应。
（Systemic-functional Grammar）

系统功能语法概述Halliday

系统功能语法概述公元 20 世纪，当传统语法威名坠地、逐渐衰落之际，世界的语言学界便迎来了群雄割据的时代⋯⋯把语言看作功能的流派，看重语言环境重要性的流派，把语言看作复杂结构的流派，崇尚寻求语言极致规律的流派⋯⋯除此之外许多小流派在这之间登场，也在这之间消逝⋯⋯当前，语言学界仍存在着众多流派；在此之中，具有比较大影响力的有：1.强调共时、系统性、语言功能的布拉格学派(Prague School)2.强调语言环境和语音系统重要性的伦敦学派(London School)3.注重描写语言研究结构的美国结构主义(American Structuralism)4.寻求人类极致的语言知识的转换生成语法(Transformative-Generative Grammar)不同的语言学流派的见解不同之处主要集中在句子是怎么组成的，也就是在句法学上面（以后会再说明语言学的不同分支）。

而今天将要涉及的，就是以韩礼德(Halliday)为首的伦敦学派。

20世纪初，人类学教授马林诺夫斯基(Malinowski)认为，一个人所在的语言环境（语境）会对一个人怎么使用和理解语言产生很大的作用。

例如说，有些词语只能在某一群人里面才有特定的意思，或者说在某个特定的场合才有特定的意思。

马林诺夫斯基这种光辉的思想被语言学家弗斯(Firth) 继承了下来。

弗斯把这种光辉思想和现代语言学之父索绪尔 (Saussure) 的思想结合起来，创立了伦敦学派。

而现在，伦敦学派传承到了韩礼德这一代；因为这个学派注重语言环境和语言系统的重要性，因此伦敦学派也被称为系统语言学(systemic linguistics)和功能语言学(functional linguistics).韩礼德，人称M.A.K. Halliday,英格兰约克郡里兹人。

对语言很感兴趣，本科阶段在伦敦大学学习汉语语言文学，之后在北京大学深造，接着在岭南大学（中山大学的前身⋯⋯）攻读现代汉语。

功能语法讲义

Halliday and Systemic-Functional GrammarM. A. K. Halliday (1925–), based on Firth‘s theories in the London School, has developed his Systemic-Functional Grammar (SFG).1. Biography of Halliday:1947From 1947 to 1949From 1949 to 195019551955 onwards197519882. Brief introduction of SFG:Systemic-Functional Grammar has two inseparable components: systemic grammar and functional grammar.1) Systemic grammar:It aims to explain the internal relations in language as a system network.Language is a system network.This system network is thought as meaning potential.This system network consists of subsystems.Language users make choices from these subsystems.2) Functional grammar:It aims to reveal that language is a means of social interaction.People use language to interact with each other.Meanwhile they make choices from the subsystems of language according to different functions they serve.Therefore, the function or use of language determines language system.3) Systemic-Functional Grammar is based on two facts:(1) Language users are actually making choices in a system of systems and trying to realize different semantic functions in social interaction(2) Language is inseparable from social activities of man.¤Language is a potential: it is what the speaker can do. (Halliday 1978/2001: 27) …hence the description of language as a ‗meaning potential‘. (Halliday 1978/2001:28)¤The notion of ‗situation‘ refers to those features which are relevant to the speech that is taking place.(Halliday 1978/2001: 29)3. Systemic GrammarIn Systemic Grammar, language is conceived as a ―system of systems‖. Systemic Grammar tries to establish a network of systems of language. Language is regarded as a multilevel code system, as is shown below:This is what Halliday called the three strata of language.¤Language is being regarded as the encoding of a ‗behaviour potential‘; that is, as a means of expressing what the human organism ‗can do‘, in interaction with other human organisms, by turning it into what he ‗can mean‘. What he can mean (the semantic system) is, in turn, encoded into what he ‗can say‘ (the lexicogrammatical system, or grammar and vocabulary); to use our own folk-linguistic terminology, meanings are expressed in wordings. Wordings are, finally, recorded into sounds (it would be nice if we could say ‗soundings‘) or spellings (the phonological and orthographic systems). (Halliday 1978/2001: 21)A system is a list of choices or options. Systems and subsystemsTransitivity, mood and thematic systems are respectively components of the ideational, interpersonal and textual functions.Mood (see textbook P. ____)As is shown above, we divide a general area of meaning into smaller and smaller sub-areas. We make finer and finer distinctions in meaning. That is to say, we arrange systems and sub-systems on a scale according to the fineness of meaning. This scale is called SCALE OF DELICACY.4. Functional GrammarHalliday‘s Systemic Grammar contains a functional component (Halliday, 1985/1994/2004). He interprets language development from a functional point of view and formulates a functional theory of language.Because of the complexity of adult language, Halliday reduced the seven functions to a set of highly coded and abstract functions, which are meta-functions: the ideational, the interpersonal, and the textual functions.1) The ideational function refers to the fact that we use language to talk about our experience of the world, including the worlds in our own minds, to describe events and states and the entities involved in them.2) The interpersonal function means that we also use language to interact with other people, to establish and maintain relations with them, to influence their behavior, to express our own viewpoint on things in the world, and to elicit or change theirs.3) The textual function means that in using language, we organize our messages in ways which indicate how they fit in with the other messages around them and with the widerTransitivity is simply the grammar of the clause in its ideational aspect. We have six processes in transitivity system: Material processes, Mental processes, Relational processes, V erbal processes, Behavioral processes, Existential processes.1) Material processes are those in which something is done.3)Relational processes can be classified into two types: Attributive and Identifying. These two relations can be further classified into Intensive, Circumstantial, and Possessive.There is a new office building at the end of the road.Does life exist on Mars?uses of language to express social and personal relations. Interpersonal function is realised by mood and modality. Mood shows what role the speaker selects in the speech situation and what role he assigns to the addressee. If the speaker selects the imperative mood, he assumes the role of one giving commands and puts the addressee in the role of one expected to obey orders.1) Mood is made up of two parts: the ―Subject‖ and the ―Finite‖ element. The subject can be a noun, a noun phrase, or a clause. Finite elements are tense morphemes, auxiliary verbs and modal verbs that express tense or modality . Residue refers to the rest of theComplement Subject Finite element Predicator AdverbialResidue Mood Residue2) Modality specifies if the speaker is expressing his judgment of proposition, possibility According to Halliday, of the various speech roles, two are the most basic: giving and taking. In interpersonal communications, the commodities exchanged can also fall intotwo kinds: goods-&-services and information. Thus, speech roles and commodities exchanged make up four principal speech roles:offer, command, statement, and question.Commodity exchangedRole in exchange Proposal/goods-&-services Proposition/informationgivingofferWould you like this teapot?statementHe’s giving her the teapot demandingcommandGive me that teapot!questionWhat is he giving her?of order, command, statement and question. They, in turn, are matched by a set of desired responses: accepting an offer, carrying out a command, acknowledging a statement and―Speech Functions and Responses‖:Initiation expected response discretionary alternative Give goods-&-servicedemand goods-&-servicesgive informationdemands informationOffercommandstatementquestionacceptanceundertakingacknowledgementanswerrejectionrefusalcontradictiondisclaimer7. The Textual FunctionThe textual function refers to the fact that language has mechanisms to make any stretchof spoken or written discourse into coherence. It provides the remaining strands of meaning potential to be woven into the fabric of linguistic structure. It is realized by cohesive devices such as reference, ellipsis, substitution, conjunction.1) Reference:exophoric reference:Who is he?(he is not mentioned in the text.)endophoric reference:J ane is a friend of mine. She works in Hong Kong. (she=Jane)Mary dances better than June does 中，用does 代替dances〕endophoric reference includes: anaphoric reference and cataphoric referenceanaphoric reference:J ane is a friend of mine. She works in Hong Kong.(Jane←She回指)cataphoric reference:Here is the news: Linda and Williams are getting married next week.(Here the news下指)2) Ellipsis: A: How given/known are you, boy? B: Seven, sir.3) Substitution: A: Has John passed the exam? B: I think so.4) Conjunction:and, but, because; nevertheless, therefore, however; because of, by the way, as I was saying; …(Communicative Sentence Pattern)。

韩礼德与系统功能语法

Attributive mode (Carrier-Process-Attribute): • Mary is wise. (intensive) • The meeting is on a Tuesday. (circumstantial) • Peter has a piano. (possessive)
Material process (John kicked the ball)
Mental process (John likes Mary)
Relational Process (John is on the sofa)
Transitivity Behavioural process (John laughed)
Verbal process (John said it is cold in the room) Existential process (There is a cat on the sofa)
Process
1. Material processes: Processes of doing
Material processes are processes of doing. Such a process is expressed by an action verb (e.g. beat、break、kick), an actor (logical subject) and the goal of the action (logical direct object, usually a noun or a pronoun). Actor and Goal correspond to Agent and Patient. For example:
• Michael Alexander Kirkwood Halliday has developed ideas stemming from Firth’s theories in the London School.

系统功能语法概述-Halliday

系统功能语法概述-Halliday系统功能语法概述公元20 世纪，当传统语法威名坠地、逐渐衰落之际，世界的语言学界便迎来了群雄割据的时代……把语言看作功能的流派，看重语言环境重要性的流派，把语言看作复杂结构的流派，崇尚寻求语言极致规律的流派……除此之外许多小流派在这之间登场，也在这之间消逝……当前，语言学界仍存在着众多流派；在此之中，具有比较大影响力的有：1. 强调共时、系统性、语言功能的布拉格学派(Prague School)2. 强调语言环境和语音系统重要性的伦敦学派(London School)3. 注重描写语言研究结构的美国结构主义(American Structuralism)4. 寻求人类极致的语言知识的转换生成语法(Transformative-Generative Grammar)不同的语言学流派的见解不同之处主要集中在句子是怎么组成的，也就是在句法学上面（以后会再说明语言学的不同分支）。

而今天将要涉及的，就是以韩礼德(Halliday) 为首的伦敦学派。

20 世纪初，人类学教授马林诺夫斯基(Malinowski) 认为，一个人所在的语言环境（语境）会对一个人怎么使用和理解语言产生很大的作用。

例如说，有些词语只能在某一群人里面才有特定的意思，或者说在某个特定的场合才有特定的意思。

马林诺夫斯基这种光辉的思想被语言学家弗斯(Firth) 继承了下来。

弗斯把这种光辉思想和现代语言学之父索绪尔(Saussure)的思想结合起来，创立了伦敦学派。

而现在，伦敦学派传承到了韩礼德这一代；因为这个学派注重语言环境和语言系统的重要性，因此伦敦学派也被称为系统语言学(systemic linguistics) 和功能语言学(functional linguistics).韩礼德，人称M.A.K. Halliday, 英格兰约克郡里兹人。

对语言很感兴趣，本科阶段在伦敦大学学习汉语语言文学，之后在北京大学深造，接着在岭南大学（中山大学的前身……）攻读现代汉语。

系统功能语法理论—批评话语分析的有力工具

系统功能语法理论—批评话语分析的有力工具张杰【摘要】As the most prominent part of discourse analysis, Critical Discourse Analysis （CDA） has its roots in the critical linguistics in 1970s. Systemic Functional Grammar （SFG） has been considered an important approach and theoretical basis to CDA and is widely used in the critical analysis of various types of discourse. Only through a further dialogue between these two different, but strongly linked approaches to language and its uses, can they have greater development. This paper starts from the three most important elements of SFG, combined with examples, to discuss its reason and application to perform as a tool of CDA.%批评话语分析起源于20世纪70年代的批评语言学,是语篇分析的重要组成部分。

系统功能语法一直被认为是进行批评话语分析的重要方法和理论依据,广泛应用于各类语篇的批评分析中。

作为两个不同却又紧密联系的对语言和语言使用的描述方法,只有在进一步对话中才能有更大的发展。

文章拟从分析系统功能语法的三大重要组成要素入手,解释其成为批评话语分析理论基础和方法论源泉的原因,并结合实例说明其对批评话语分析的应用性。

功能语言学与英语教学

3、对写作的指导
可以帮助学生挖掘文章字里行间所隐含的深层意义，更好地理解作者的交际意图，从而有效地开掘学生运用语言的潜力，激发学生创造性运用语言的能力，提高学生自身的英语综合应用能力。在大学英语写作教学中，系统功能语法的应用能够培养学生进行谋篇布局的实际能力，使学习者不断提高自己在语言提供的“潜势”中选择合适语言的能力，有利于创造一个以学生为中心、以教师作指导的最佳的教学结构，从而有效地提高英语学习者的英语写作能力。此外，对于系统功能语法的实践研究能够进一步验证其理论价值并拓展其应用范围，将语言学的语言与语言外部因素间互动关系的动态研究引向深处
弊端：在传统的以结构主义为主体的写作教学中，教师偏重语法结构，忽视语言的变异性
系统功能语言学中语法理论的应用：
系统功能语法理论所示：语篇功能是人际功能和概念功能得良好体现，它讲说话者作为观察者的"意义潜势"以及说话人的态度、情感及社会和角色关系联系在一起。其间，衔接手段，主体结构及信息结构是使语篇意义得以实现的重要因素
系统功能语言学在大学英语教学中的应用
1.对阅读的指导
常用的教学模式： ①自上而下的策略（bottom-up strategy），先假设将要阅读的内容，边读边检验预测是否正确，证实之后再进行新的预测和检验。 ②是自下而上策略（top-down strategy），即遵循从音、词、句到章的信息处理过程 ③是相互作用策略（interactive model），即阅读理解即是语言文字的处理过程，又是读者运用已有的背景知识来进行加工、处理的过程。
主要是通过及物性和语态来体现的。及物性是一个语义系统，其作用是把人们在现实中的所见所闻、所为分成若干过程：物质过程、心理过程、关系过程、行为过程、言语过程和存在过程。这些过程的划分有助于学生在翻译中找到最恰当的对等关系，或者通过这些关系的划分，在相应对等的范围内找到与原文意义最相近的对等。功能语言学中人际语言功能的言语功能有助于学生对原文的把握。通过这一功能，翻译者是自己亲自参与到情景语境中，深层次的理解原文表达的含义和思想，从而在翻译实践中（Halliday，1925 ～）青年时期在英国伦敦大学主修中国语言文学，获得学士学位。1947年至1949年到中国北京大学深造，导师为罗常培先生；1949年至1950为攻读现代汉语转入岭南大学，跟随王力先生学习。回国后，跟随剑桥大学弗思（Firth）教授继续攻读博士学位；1955年完成了对用我国14世纪北方官话译述的《元朝秘史》一文的语言学分析，获得剑桥大学哲学博士学位。韩礼德博采众家之长，同时形成了自己的语言理论，远远超过自己的各位老师。他的语言理论大致经历了两个阶段：价和范畴语法（scale and category grammar）与系统功能语法（systemic functional grammar）。

Systemic functional grammar

Systemic functional grammarSystemic functional grammar (SFG)or systemic functional linguistics (SFL)is a model of grammar developed by Michael Halliday in the 1960s.[1] It is part of a broad social semiotic approach to language called systemic linguistics. The term "systemic" refers to the view of language as "a network of systems, or interrelated sets of options for making meaning";[2] The term "functional" indicates that the approach is concerned with the contextualized, practical uses to which language is put, as opposed to formal grammar, which focuses on compositional semantics, syntax and word classes such as nouns and verbs.Systemic functional grammar is concerned primarily with the choices the grammar makes available to speakers and writers.[1]These choices relate speakers' and writers' intentions to the concrete forms of a language. Traditionally the "choices" are viewed in terms of either the content or the structure of the language used. In SFG, language is analysed in three different ways (strata): semantics, phonology, and lexicogrammar.[3] SFG presents a view of language in terms of both structure (grammar) and words (lexis). The term "lexicogrammar" describes this combined approach.[edit] MetafunctionsAccording to SFG, functional bases of grammatical phenomena are divided into three broad areas, called metafunctions: the ideational, the interpersonal and the textual.[4] Written and spoken texts can be examined with respect to each of these metafunctions in register analyses.[5][edit] Ideational metafunctionThe ideational metafunction is divided into two: experiential and logical metafunctions. The experiential metafunction organises our experience and understanding of the world. It is the potential of the language to construe figures with elements (such as screen shots of a moving picture or pictures of a comic novel) and its potential to differentiate these elements into processes, the participants in these processes, and the circumstances in which the processes occur. The logical metafunction works above the experiential. It organises our reasoning on the basis of our experience. It is the potential of the language to construe logical links between figures; for example, "this happened after that happened" or, with more experience, "this happens every time that happens".The ideational metafunction relates to the field aspects of a text, or its subject matter and context of use.[6] Field is divided into three areas: semantic domain, specialisation, and angle of representation.[7]Within the semantic domain, SFG proponents examine the subject matter of a text through organising its nominal groups (nouns / noun phrases) and its lexical verbs, adjectives, and adverbs. These are the words that carry lexical meaning in a text, as opposed to function words, whose purpose is purely grammatical‚ that is, their purpose lies only in relation to other words in the vicinity.Specialisation is partially determined through attention to jargon or other technical vocabulary items.[8]Examining the angle of representation involves a close look at types of processes, participants, and circumstances.[9][edit] Interpersonal metafunctionThe interpersonal metafunction relates to a text's aspects of tenor or interactivity.[10]Like field, tenor comprises three component areas: the speaker/writer persona, social distance, and relative social status.[11]Social distance and relative social status are applicable only to spoken texts.[12]. Note - this is not so, looking at the text of O´Halloran we are told that we no longer have the option to contrast the various speakers but we can examine "how the individual authors present themselves to the reader", therefore, we are able to look at social distance and relative social status in texts where there is only one author.The speaker/writer persona concerns the stance, personalisation and standing of the speaker or writer. This involves looking at whether the writer or speaker has a neutral attitude, which can be seen through the use of positive or negative language. Social distance means how close the speakers are, e.g. how the use of nicknames shows the degree to which they are intimate. Relative social status asks whether they are equal in terms of power and knowledge on a subject, for example, the relationship between a mother and child would be considered unequal. Focuses here are on speech acts(e.g. whether one person tends to ask questions and the other speaker tends to answer), who chooses the topic, turn management, and how capable both speakers are of evaluating the subject.[13][edit] Textual metafunctionThe textual metafunction relates to mode; the internal organisation and communicative nature of a text.[14] This comprises textual interactivity, spontaneity and communicative distance.[15]Textual interactivity is examined with reference to disfluencies such as hesitators, pauses and repetitions.Spontaneity is determined through a focus on lexical density, grammatical complexity, coordination (how clauses are linked together) and the use of nominal groups. The study of communicative distance involves looking at a text’s cohesion—that is, how it hangs together, as well as any abstract language it uses.Cohesion is analysed in the context of both lexical and grammatical as well as intonational aspects[16] with reference to lexical chains[17] and, in the speech register, tonality, tonicity, and tone.[18] The lexical aspect focuses on sense relations and lexical repetitions, while the grammatical aspect looks at repetition of meaning shown through reference, substitution and ellipsis, as well as the role of linking adverbials.Systemic functional grammar deals with all of these areas of meaning equally within the grammatical system itself.[edit] Children’s grammarMichael Halliday (1973) outlined seven functions of language with regard to the grammar used by children:[19]∙the instrumental function serves to manipulate the environment, to cause certain events to happen;∙the regulatory function of language is the control of events;∙the representational function is the use of language to make statements, convey facts and knowledge, explain, or report to represent reality as the speaker/writer sees it;∙the interactional function of language serves to ensure social maintenance;∙the personal function is to express emotions, personality, and “gut-level” reactions;∙the heuristic function used to acquire knowledge, to learn about the environment;∙the imaginative function serves to create imaginary systems or ideas.[edit] Relation to other branches of grammarHalliday's theory sets out to explain how spoken and written texts construe meanings and how the resources of language are organised in open systems and functionally bound to meanings. This is a radically different theory of language from Noam Chomsky's. It does not try to address Chomsky's thesis that there is a "finite rule system which generates all and only the grammatical sentences in a language".[citation needed]Instead of trying to determine all closed systems and listing all words of a language, Halliday's theory tries to determine no closed system nor set of resources. In SFG, every system can be expanded with new resources and a system is a "small set" of resources that is closer to the grammatical than the lexical end of the lexicogrammatical continuum. This means that no grammatical system is not expansible by the use of a new resource and, instead of postulating that a sentence is grammatical or ungrammatical, SFG documents the relative frequencies of choices and assumes these relative frequencies reflect the probability that each resource will be chosen. Thus, SFG does not describe language as a finite rule system, but rather as a system realised by instantiations which is continuously expanded by the very instantiations that realise it and which is continuously reduced with the birth of newer generations and the death of older ones.Another way to understand the difference in concerns between functional and generative grammars is through Chomsky's claim that "linguistics is a sub-branch of psychology". Halliday investigates linguistics as though it were a sub-branch of sociology. SFG therefore pays much more attention to pragmatics and discourse semantics, rather than an easily computable formalism.Systemic functional grammar has been used to derive further grammatical accounts; for example, the model has been used by Richard Hudson to develop word grammar.。

(参考资料)刘润清-西方语言学流派

2.宏观区分流派
There are many cross-currents, with insights borrowed from one to the other; but they are ideologically fairly difficult and it is often difficulty to maintain a dialogue.
2.宏观区分流派
功能派把语言看成是一个关系网，其基本关系借助于结构加以实现；他们强调语言之间的不同点，把语义看做语言的基础（所以语法是自然的），因此语法是围绕着文本或语篇而展开的。两个阵营之间有许多交叉，也有互相借鉴，但从思潮上讲二者是很不同的，两大阵营开展对话也很困难。
2.宏观区分流派
2.1 形式派注重分析语言的形式, 结构, 成分和成
分的分布, 对语言进行形式描写和描写的形式化, 考虑语言的心理性.
The formal school: emphasize the formal, structural aspects of L, and distribution of elements; formalize the description of L; a psychological perspective.
2. 宏观区分流派 A More Macro Distinction
3.形式主义者说儿童习得语言是人类的内在能力;功能主义者说这是儿童交际的需要和能力的发展. The formal camp say that children are born with the ability to acquire language; the functional camp say that language learning comes from children’s needs and development.

系统功能语言学简介

The relation between systemic grammar and functional grammar
The system network in Systemic Grammar chiefly describes three components of function, or three metafunctions (ideational, interpersonal, and textual). Each of them is a complex system consisting of other systems, and choices are simultaneously made from the three metafunctions.
• He is probably the most important representative of the Systemic-Functional School.
• Systemic-Functional Grammar has two components:
• Systemic Grammar • Functional Grammar
Commodity exchanged Speech role
A. goods & services B .information
(1)giving
offer
statement
(Would you like (he’s giving her
this pen?)
the pen)
Three metafunctions
the ideational the interpersonal the textual function

系统功能语法概述

系统功能语法概述公元20 世纪,当传统语法威名坠地、逐渐衰落之际,世界得语言学界便迎来了群雄割据得时代……把语言瞧作功能得流派,瞧重语言环境重要性得流派,把语言瞧作复杂结构得流派,崇尚寻求语言极致规律得流派……除此之外许多小流派在这之间登场,也在这之间消逝……当前,语言学界仍存在着众多流派;在此之中,具有比较大影响力得有:1、强调共时、系统性、语言功能得布拉格学派(Prague School)2、强调语言环境与语音系统重要性得伦敦学派(London School)3、注重描写语言研究结构得美国结构主义(American Structuralism)4、寻求人类极致得语言知识得转换生成语法(TransformativeGenerative Grammar)不同得语言学流派得见解不同之处主要集中在句子就是怎么组成得,也就就是在句法学上面(以后会再说明语言学得不同分支)。

而今天将要涉及得,就就是以韩礼德(Halliday) 为首得伦敦学派。

20 世纪初,人类学教授马林诺夫斯基(Malinowski) 认为,一个人所在得语言环境(语境)会对一个人怎么使用与理解语言产生很大得作用。

例如说,有些词语只能在某一群人里面才有特定得意思,或者说在某个特定得场合才有特定得意思。

马林诺夫斯基这种光辉得思想被语言学家弗斯(Firth) 继承了下来。

弗斯把这种光辉思想与现代语言学之父索绪尔(Saussure)得思想结合起来,创立了伦敦学派。

而现在,伦敦学派传承到了韩礼德这一代;因为这个学派注重语言环境与语言系统得重要性,因此伦敦学派也被称为系统语言学(systemic linguistics) 与功能语言学(functional linguistics)、韩礼德,人称M、A、K、Halliday, 英格兰约克郡里兹人。

对语言很感兴趣,本科阶段在伦敦大学学习汉语语言文学,之后在北京大学深造,接着在岭南大学(中山大学得前身……)攻读现代汉语。

metafunction(元功能)教学文稿

• Halliday views language development in children as "the mastery of linguistic function",and "learning a language is learninf how to mean ". So he proposes seven functions in children's model of language:(1)the instrumental function （工具功能） ;(2)the regulatory function（控制功能）;(3)the interactional function（交互功能）;(4)the personal function（自指性功能）;(5)the heuristic function（探索功能）;(6)the imaginative function（想象功能） ;(7)the informative function（信息功能）.
• 纯理功能思想是系统功能语法核心思想之一韩礼德认为语言的性质决定人们对语言的要求,在语言所必须完成的众多功能中,尽管这些功能千变万化，我们可以把它们归纳为若干个有限的最为抽象，最具概括性的功能，即纯理功能（元功能）它们是语言所固有的，具有语言的普遍特征。
Origin
• Halliday's systemic Grammar contains a functional component，that is ,"the interpretation of grammatical patterns in terms of configurations of functions".Since he sees these functions as particularly relevant to te analysis of text(by which he means "everything that is said or written "), Halliday defines a functional grammar as "essentially a nature grammar,in the sense that every thing in it can be explained,ultimately , by reference to how language is used".Halliday believes that language is what it is because it has to serve certain functions. In other words,social demand on language has helped to shapeits stucture.He interprets language from a functional point of view and formulates a functonal theory of language.