INTRODUCTION CHAPTER1:GENER LINTRODUCTION
Rationale of the study
Since its emergence in the early 18th century, linguistics has evolved significantly, leading to various approaches to grammar study, including Chomsky's transformational generative grammar and Bloomfield's immediate constituent grammar Among these, systemic functional grammar, developed by prominent linguists like Halliday, Hassan, Morley, and Bloor, stands out as a valuable tool for exploring the nature of language As Thompson (1996:6) notes, functional grammar provides a comprehensive analysis of sentences in terms of both form and meaning, as well as their interrelationships.
Functional grammar differs from traditional grammar by emphasizing the use of language in context rather than merely outlining a set of rules for grammatical structures While traditional grammar clearly distinguishes between grammatical and ungrammatical sentences, functional grammar focuses on the patterns and lexical choices within texts, highlighting how these elements facilitate interpersonal communication In Vietnam, significant contributions to the study of functional grammar have been made by scholars such as Cao Xuân Hạo in his work "Tiếng Việt: Sơ thảo ngữ pháp chức năng" and Hoàng Văn Vân with "Ngữ pháp kinh nghiệm của cú tiếng Việt."
Mô tả theo quan điểm chức năng hệ thống Thanks to all these scholars, language is seen to be “closer to life”
Halliday's functional grammar was developed to analyze and interpret language by focusing on its meaning, enabling insightful and practical discussions about any text (Halliday, 1994).
In detail, it is particularly helpful for explaining how language is selected and organized in particular ways for particular socio-cultural purposes
Traditional literary analysis is often viewed as an interpretive activity, where students engage with texts to uncover and argue the meanings intended by the author (Eggins, 2000).
From a systemic perspective, text analysis is an explanatory rather than interpretive activity, focusing on understanding both the meaning and the structure of a text (Eggins, 2000) This linguistic analysis provides insights into what a text means and how it conveys that meaning (Halliday & Hasan, 1985) By engaging in this process, students develop into effective readers who can recognize the constructed nature of texts and the reading positions established by writers (Kress, 1990).
As an English teacher, I prioritize enhancing my students' language proficiency and structural accuracy My focus on systemic functional grammar allows me to effectively apply this theory in my teaching, ultimately benefiting my students' learning experience.
The article titled "A Study on the Semantic and Lexicogrammatical Features of the Short Story Mr Know All by W Somerset Maugham: A Systemic Functional Analysis" highlights the importance of analyzing texts for effective language teaching As a language teacher, it is essential to utilize and teach English accurately, which necessitates a deep understanding of text meanings Analyzing texts not only enhances comprehension but also significantly aids in teaching practices, as emphasized by Halliday and Hasan (1985).
That is reason why I choose to explore the semantic and lexicogrammatical features of Mr Know All by Somerset Maugham
1.2 Aim of the study and research questions
This study aims to explore the use of transitivity, mood, and theme in W Somerset Maugham's story "Mr Know All," focusing on how these elements convey experiential, interpersonal, and textual meanings.
To achieve this aim, the following research question are raised for exploration:
How are transitivity, mood and theme employed in the story Mr Know All by Somerset Maugham to reveal the experiential, interpersonal and textual meaning ?
This minor thesis, submitted for the Master of Arts in English Linguistics, investigates the semantic and lexicogrammatical features of the short story "Mr." The study focuses on key elements such as transitivity patterns, mood and modality patterns, and thematic patterns to analyze the text effectively.
Know All by W Somerset Maugham
This study employs both qualitative and quantitative methods to achieve its objectives The quantitative approach focuses on literature review, re-evaluating the systemic functional grammar framework, analyzing data for results, and discussing findings It emphasizes data calculation and conversion into percentages for thorough discussion and conclusions The analysis of clauses regarding transitivity, mood, and theme is grounded in Halliday's systemic functional grammar framework.
The study is designed in three main parts:
Chapter 1 – General introduction presents rationale for the study, aim of the study, scope of the study, method of the study and design of the study
Part II – Development – is the main part of the study which is organized around two chapters:
Chapter 2 : Theoretical backgrounds – provides the theoretical framework of the study Its focus is on introducing important concepts of systemic functional linguistics relevant to the topic of the study and a brief introduction to the author and the story Mr Know All
Chapter 3: Data analysis – analyses the semantic and lexicogrammatical features of the story Mr Know All to see how transitivity, mood & modality, and theme are patterned in the story and provides comments based on these findings
Part III – Chapter 4 - Conclusion – summarizes what has been studied; provides some implications for teaching and learning English; and makes some suggestions for further research.
Scope of the study
This study, part of a minor thesis for a Master of Arts in English Linguistics, investigates the semantic and lexicogrammatical features of the short story "Mr." Key areas of focus include the transitivity pattern, mood and modality patterns, and thematic patterns within the text.
Know All by W Somerset Maugham.
Methods of the study
This study employs both qualitative and quantitative methods to achieve its objectives The quantitative approach focuses on literature review, re-evaluation of the systemic functional grammar framework, and data analysis to derive results and facilitate discussions It emphasizes data calculation and conversion into percentages for clearer conclusions Clause analyses, specifically regarding transitivity, mood, and theme, are grounded in Halliday's systemic functional grammar framework.
Design of the study
The study is designed in three main parts:
Chapter 1 – General introduction presents rationale for the study, aim of the study, scope of the study, method of the study and design of the study
Part II – Development – is the main part of the study which is organized around two chapters:
Chapter 2 : Theoretical backgrounds – provides the theoretical framework of the study Its focus is on introducing important concepts of systemic functional linguistics relevant to the topic of the study and a brief introduction to the author and the story Mr Know All
Chapter 3: Data analysis – analyses the semantic and lexicogrammatical features of the story Mr Know All to see how transitivity, mood & modality, and theme are patterned in the story and provides comments based on these findings
Part III – Chapter 4 - Conclusion – summarizes what has been studied; provides some implications for teaching and learning English; and makes some suggestions for further research.
DEVELOPMENT
THEORETICAL BACKGROUND
It is not the aim of this chapter to present a comprehensive account of systemic functional linguistics; such an account is now widely available: Halliday
(1992, 1996); Matthiessen (1995); Halliday & Martin (1981, 1993); Halliday & Hasan (1985); Berry (1975, 1977), Hasan, Cloran & Butt (1996); Hoang Van Van
In this chapter, I will focus on the key features of the model that are pertinent to a grammatical study, organizing the review based on Hoang Van Van (2012) into two main categories: semantics, which pertains to the stratum of meaning, and lexicogrammar, related to the stratum of wording, highlighting their metafunctional resonance.
Semantics is the pinnacle of linguistic structure, encompassing the systems of meaning within a language It examines how sentences connect to the real-world elements, including people, actions, and places.
Lexicogrammar, a concept in systemic functional linguistics, highlights the interconnectedness of vocabulary and syntax As outlined by Halliday (2014), it encompasses a metafunctional spectrum that ranges from grammar to lexis, organized into a hierarchy of ranked units This framework underscores the importance of understanding how vocabulary and grammatical structures work together to convey meaning effectively.
As the upper of the two content strata within language, semantics is the interface between context and lexicogrammar as presented in the diagram below
Mapping is seen as a process of decoding lexicogrammatical structures to uncover the speaker's intended meaning Semantics plays a crucial role in converting experiences and interpersonal relationships into linguistic expressions, while lexicogrammar translates these meanings into words from the speaker's viewpoint Essentially, a listener interprets the speaker's meanings by analyzing the selected lexical items and their grammatical arrangement.
This chapter will examine fundamental concepts related to the thesis topic, specifically focusing on transitivity, mood, and theme Before delving into these concepts, it is essential to provide a brief overview of systemic functional linguistics.
Systemic functional linguistics, developed by Michael Halliday at the University of Sydney, is a theory that views language as a resource for creating meaning within a cultural context This theory builds upon Firth's system-structure theory, emphasizing the relationship between language and its social functions.
Since the 1950s, formal grammar, pioneered by Noam Chomsky and his followers, focuses on analyzing the structure of individual sentences These linguists aim to describe language as it exists, establishing rules for what constitutes grammatically correct usage In this framework, the correctness of a sentence is determined by its adherence to grammatical laws In contrast, functional linguists prioritize the practical applications of grammar and its societal functions, with scholars like Halliday leading this approach.
(1994) views language not as a system of rules but as “a system of meaning”
Halliday examines language from an external perspective, questioning its structure and the reasons behind it He concludes that language is shaped by the functions it serves in social communication, highlighting how individuals use language to create meaning in their social interactions This approach underscores the principles of systemic functional linguistics, which prioritizes the functional aspects of language through meaning rather than merely its formation.
Systemic functional linguistics is defined by two key characteristics: its systemic nature and its functional approach It is systemic because it relies on systemic theory, which prioritizes meaning as the core element in language analysis According to Halliday (1994), this framework underscores the significance of understanding how language conveys meaning within its context.
“systemic theory is theory of meaning as a choice, by which a language or any other semiotic system is interpreted as networks of interlocking options” (Halliday,
Systemic functional linguistics, as outlined by Halliday (1985), focuses on understanding the formation and use of language It emphasizes the functional aspect of language, exploring how it operates in communication through three key metafunctions: experiential, textual, and interpersonal.
2.2.1 Strata of the systemic functional model
The model below is based on Halliday (1978 and elsewhere), Hasan (1993,
1995, 1996; Hasan & Perrett (1994); Teich (1999) and Hoang Van Van (2012) in interpreting language as consisting of four strata, which are termed: context – semantics – lexicogrammar and phonology
Figure 1 - Four strata of systemic functional model
Phonology encompasses the sound system of a language, while lexicogrammar pertains to its wording structure Semantics focuses on the meaning conveyed through language, and context represents the social framework within which communication occurs.
According to the model, each stratum can be subdivided into functional components, particularly within the semantic stratum, which encompasses ideational, interpersonal, and textual functions of language Ideational meaning involves the use of representational tools to convey ideas, while the context stratum focuses on functional components such as field (the activities occurring in the communicative event), tenor (the social roles and relationships at play), and mode (the channel and medium through which communication occurs).
This study will concentrate on specific aspects of systemic functional linguistics that are pertinent to the research focus I will examine two key strata: semantics and lexicogrammar, to understand their definitions and the relationship between them, particularly how lexicogrammar reflects and influences semantics.
In systemic functional linguistics, the clause serves as the primary unit of analysis, emphasizing its importance over the sentence Within systemic theory, a clause integrates three different types of meanings, represented by distinct structures that correspond to various semantic organizations These interrelated semantic structures are known as meta-functions, which work together to create a cohesive expression.
In order to account for this meaning-making potential of language, Halliday
(1994) proposes three metafunctions at a semantical level:
Experiential – “construing a model of experience”
Textual – “creating relevance to context”
According to Halliday (1994), experiential meaning reflects our experiences of the external and internal world, conveyed through a transitivity system consisting of six process types: material, behavioral, mental, verbal, relational, and existential In this context, a clause is broken down into Process, Participant, and Circumstance Interpersonal meaning relates to our social roles and relationships, expressed through the mood system, with clauses analyzed into Subject, Finite, Predicator, Complement, and Adjunct Lastly, textual meaning illustrates the flow of information as a message, represented by the thematic system where a clause is divided into Theme and Rheme, with the Theme serving as the starting point of the message and the Rheme providing details about the Theme.
Below is an example taken from Matthiessen & Bateman (1991); see also Halliday (1994: 371)
The following parts are going to briefly summarize the main points of each meaning
THE SEMANTIC AND LEXICOGRAMMATICAL FEATURES OF THE
SHORT STORY MR KNOW ALL 3.1 W Somerset Maugham and the story Mr Know All
William Somerset Maugham, born on December 25, 1874, at the British Embassy in Paris, was the fourth son of socialite and writer Edith Mary and lawyer Robert Ormond Maugham He is renowned for his literary contributions, particularly four major novels: "Of Human Bondage" (1915), "The Moon and Sixpence" (1919), "Cakes and Ale" (1930), and "The Razor’s Edge" (1944) Maugham passed away in 1965, leaving a lasting legacy in the world of literature.
The thesis draws on the short story "Mr Know All," where W Somerset Maugham masterfully employs irony to explore the complexities of human nature Set on a post-World War I voyage from San Francisco to Yokohama, the narrative follows Mr Kelada, a wealthy British merchant of Oriental descent, who encounters a group of Westerners, including a nameless British narrator who harbors an immediate disdain for him Ultimately, Mr Kelada's selfless act of sacrificing his pride to protect an American woman's marriage reveals his true character, earning him the narrator's respect and highlighting the theme of moral integrity amidst prejudice.
The narrative unfolds in three distinct parts, beginning with the narrator's inherent prejudice against his cabin mate, Mr Kelada, whom he decides to dislike even before their introduction As the story progresses, Mr Kelada emerges as a charismatic figure who takes charge of the cruise's social activities, earning the nickname "Mr Know All," which he embraces positively The introduction of Mr and Mrs Ramsay sets the stage for a pivotal argument regarding the authenticity of Mrs Ramsay's pearls In a dramatic turn, Mr Kelada, despite being ready to reveal the truth about the pearls, chooses to protect Mrs Ramsay's dignity when he notices her distress, ultimately conceding that the pearls are fake and willingly losing a $100 bet The following morning, the narrator finds a $100 note slipped under their cabin door, highlighting Mr Kelada's generosity and character.
"Mr Know All" by W Somerset Maugham is a short story that reveals the deceptive nature of first impressions The protagonist, Mr Know All, initially appears to be a boastful and unpleasant character, yet he ultimately demonstrates sensitivity and bravery In contrast, Mrs Ramsay, who is admired for her modesty and virtues, is revealed to be unfaithful to her husband This narrative underscores the importance of evaluating individuals based on their actions and reactions, rather than their appearance or background The story imparts a profound moral lesson about the complexities of human nature, which is why it resonates with me and serves as a focal point for my study.
3.2 The analysis of the story in terms of clause and clause complex
The article discusses the use of clauses and clause complexes in writing, highlighting that there are a total of 384 clauses, including 157 clause complexes These clause complexes typically consist of two or more clauses, showcasing the author's skill in creating engaging and dynamic prose It emphasizes the importance of balance, noting that an excess of independent clauses can make writing feel choppy, while too many complex clauses can hinder readability The story effectively employs clause complexes to convey information clearly without overwhelming the reader, maintaining its appeal through conciseness For a detailed analysis of clauses and clause complexes, refer to APPENDIX 1.
3.3 The analysis of the story in terms of transitivity
The experiential component of meaning effectively conveys the narrative's progression, providing insight into the story's unfolding events An analysis of transitivity reveals a total of 384 clauses, comprising 150 material clauses, 108 relational clauses, 56 mental clauses, 44 verbal clauses, 17 behavioural clauses, and 9 existential clauses, which collectively contribute to the narrative's meaning and structure.
Material clauses are concerned with our experience of the material world
In the analysis of "Mr Know All," the narrative is constructed through a remarkable 150 material processes that depict action and experience Key phrases such as "had just finished," "to get in," "had to put up with," and "was going" illustrate the dynamic interactions and developments within the story Other significant actions include "made," "began," "came up," and "sat down," which contribute to character progression and plot advancement The use of verbs like "waved," "chose," and "is nourished" further emphasizes the characters' experiences and choices, while phrases such as "to prove," "loses," and "are playing" highlight the ongoing themes of conflict and resolution Overall, these material processes effectively model the characters' experiences as a continuous act of "doing," enriching the narrative's depth and engagement.
121, finished in 123, seized in 124, would go down in 131, get in 132, have taken in
135, might sit in 138, shared in 140, ate in 141, could not walk in 142, to snub in
144, occurred in 145, might have kicked in 152, slammed in 153, ran in 157, managed in 158, conducted in 159, collected in 160, got up in 161, organized in
In 162, arrangements were made in 163, and developments took place in 167 By 175, there was a refusal to drop certain matters, while 176 saw significant contributions Events occurred in 177, and by 180 and 185, there was a notable presence In 190, operations were stationed, and by 192, certain aspects bulged Plans were set to resume in 194 after spending time in 197, leading to achievements in 202 It was emphasized in 203 that payments should not be made By 208, efforts shone through, and by 209, there was a sense of drifting In 211, progress was being made, but it was noted that improvements must diminish in 213, leading to a rush in subsequent actions.
216, could not resist in 221, stung in 225, thumped in 226, am going to in 230, to look into in 231, goes in 235, was going in 241, pointed in 245, wore in 246, take in
In the context of financial transactions, several key actions were noted: items were flushed in 250, slipped in 251, and leaned in 252 A decision to give in was made at 253, while a flicker of uncertainty emerged in 254 Despite the potential for profit, there was hesitation to buy in at 260 The cost was established at 263, and a purchase was finalized at 265, with payment confirmed in 267 Further acquisitions occurred at 270, followed by another flush in 271 Bets were placed at 275 and 276, but by 278, the situation was deemed done Acknowledging the risk, there was a realization that one can't bet at 279 The opportunity to get involved appeared at 283, but caution advised not to take in at 285 The process continued in 287, with an understanding that one can afford to lose at 292 Eventually, the decision was made to take off at 294, culminating in a strategic put-in.
In the sequence of events, actions such as "can’t undo" and "will undo" highlight the inevitability of decisions made The process of examination and submission is evident as items were "handed in" and "examined," while emotions were palpable, with individuals "trembling" and "caught" in moments of tension The narrative unfolds with a sense of urgency, as activities "spread" and "stopped," leading to moments of reflection, such as when one "began to shave" or "got up." Ultimately, the interplay of actions and emotions paints a vivid picture of the experiences described.
355, opened in 356, picked up in 359, was addressed in 361, was written in 362, handed in 363, opened in 365, took out of in 366, tore in 369, gave in 370, did in
372, shouldn’t let spend in 379, stayed in 380, reached in 383, put in 384
The narrative prominently features material processes to depict the physical actions of key characters, including Mr Kelada and Mr and Mrs Ramsay This emphasis on material processes aligns with the story's narrative style, effectively illustrating a sequence of actions that reveal Mr Kelada's character Through this approach, the reader gains insight into the characters' emotional experiences, enhancing their understanding of the story's dynamics.
The story features 108 relational processes, which are a key component of the third major type of process that characterizes and identifies individuals and objects These processes predominantly utilize the verb "be," framing the experience of "being." Each relational process inherently involves two participants, as evidenced by their occurrences in various sections of the narrative.
The data includes various entries such as 182, 183, and 186, with key phrases indicating states of being and actions, like "suggested in 15," "am in 41," and "call in 46." Notably, the terms "is in 57" and "are in 51" highlight ongoing conditions, while "felt in 67" and "will have in 71" suggest emotional responses and future expectations The list also references past experiences with phrases like "had lasted in 112" and "was not in 154." Additionally, terms such as "may be in 205" and "should be in" indicate possibilities and recommendations, contributing to a broader understanding of the context.
The article explores the states of being and characteristics of key figures, including Mr Kelada and the narrator, Mr and Mrs Ramsay It emphasizes the various temporal aspects of their existence, highlighting moments of presence, absence, and transitions Through these descriptions, the narrative delves into the complexities of their relationships and individual traits, enriching the overall understanding of the characters' dynamics.
The mental process is encapsulated in 56 clauses that reflect our experiences and consciousness Key expressions include "was prepared to dislike," "knew," "could not hope," "found," "did not like," "observed," "saw," "think," "know," "heard," "understand," "don’t think," "is seen," and "do not wish." These phrases illustrate the complexities of our thoughts and perceptions, highlighting how we engage with the world around us.
101, thinking in 111, like in125, hate in 126, thought in 136, was not wanted in 146, to see in 149, 151, knew in 156, knew in 172,179, 201, 220, 240, should disagree in
174, resented in 187, was to be known in 218, do not believe in 219, had seen in
224, ought to know in 228, know in 236, noticed in 256, think in 262, have seen in
274, wants in 296, hesitated in 297, could think in 304, wondered in 321, did not see in 322, could almost see in 325, saw in 331, think in 333, noticed in 341, saw in
354, looked out in 357, saw in 360, mind in 371, likes being made in 375, did not dislike in 382