Luận văn thạc sĩ Ngôn ngữ Anh: A functional grammar study on Taylor Swift''s song lyrics = Các đặc điểm ngôn ngữ trong lời bài hát của Taylor Swift theo quan điểm ngữ pháp chức năng

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

HUỲNH HOÀI THƯƠNG

A FUNCTIONAL GRAMMAR STUDY ON TAYLOR SWIFT’S SONG LYRICS

Field: English Linguistics Code: 8220201

Supervisor: Assoc Prof Dr NGUYỄN THỊ THU HIỀN

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUY NHƠN

HUỲNH HOÀI THƯƠNG

CÁC ĐẶC ĐIỂM NGÔN NGỮ

TRONG LỜI BÀI HÁT CỦA TAYLOR SWIFT THEO QUAN ĐIỂM NGỮ PHÁP CHỨC NĂNG

Ngành: Ngôn ngữ Anh Mã số: 8220201

Người hướng dẫn: PGS.TS NGUYỄN THỊ THU HIỀN

Quy Nhon, 2023

ACKNOWLEDGEMENTS

The completion of this graduation thesis is the result of not just my own efforts but also the assistance I have received from various individuals and organizations, for which I would like to express my sincerest appreciation

First and foremost, I am profoundly thankful to my supervisor, Assoc Prof Dr Nguyen Thi Thu Hien Her thoughtful guidance, feedback, and precious advice have been invaluable in shaping this research in spite of her huge workload Without her immense knowledge, endless patience, and constant encouragement during the conducting of the process, this work would not have been completed

Secondly, I am deeply grateful to all lecturers from Quy Nhon University (QNU) for their whole-hearted contribution to sharpening my academic knowledge during the previous semesters

Thirdly, I would like to express my warmest thanks to the cooperation and support of the Department of Postgraduate Training and the Department of Foreign Languages of QNU

Last but not least, I would like to take this opportunity to thank my beloved family and friends, who have always believed in me and given me the strength to overcome all the troubles I encountered during the fulfillment of this research

Quy Nhon, 2023

ABSTRACT

This thesis is carried out with an aim of investigating the three linguistic metafunctions present in the song lyrics of Taylor Swift, utilizing the framework of Systemic Functional Grammar developed by Halliday The present study focuses on a thorough analysis of the three metafunctions inherent in language, namely the experiential metafunction, interpersonal metafunction, and textual metafunction of the language in song lyrics Both qualitative and quantitative methods are employed to serve the process of conducting this research The study examines a collection of twenty song lyrics by Taylor Swift, encompassing a range of theme elements The findings achieved through the research relate to the three metafunctions that have been identified in the selected song lyrics by Taylor Swift To be more precise, the data indicates that the relational process and material process predominate over other processes in experiential metafunction This suggests that the language employed in Taylor Swift’s song lyrics serves to portray her experience of the outside world and to illustrate the interconnections among the characters in the stories In terms of the interpersonal metafunction, it is observed that declarative mood is utilized more frequently than imperative and interrogative moods in the clauses found in Taylor Swift’s song lyrics This indicates that song lyrics primarily serve the purpose of conveying information rather than demanding action or asking for a response from the audience Regarding textual metafunction, unmarked topical theme is the most frequently used theme type among the others Hopefully, the findings of this study should help validate the results of previous studies on functional grammar and provide helpful information for educators and students interested in learning English

1.2 Aim and Objectives 4

1.2.1 Aim of the Study 4

1.2.2 Objectives of the Study 4

1.3 Research Questions 4

1.4 Significance of the Study 4

1.5 Scope of the Study 5

1.6 Organization of the Study 6

CHAPTER 2: LITERATURE REVIEW 7

2.3 Previous Related Studies in Song Lyrics 23

2.3.1 Discourse Analysis of Song Lyrics 23

2.3.2 Functional Grammar Analysis of Song Lyrics 25

CHAPTER 3: RESEARCH METHODOLOGY 27

3.1 Research Methods 27

3.2 Data Collection and Description 27

3.3 Data Analysis 27

3.4 Research Procedures 28

3.5 Validity and Reliability 29

CHAPTER 4: FINDINGS AND DISCUSSION 30

LIST OF ABBREVIATIONS

SFG Systemic Functional Grammar SFL Systemic Functional Linguistics TSSL Taylor Swift's Song Lyrics

Table 4.1 The frequency of modality in TSSL 58

Table 4.2 Occurrence of modal verbs in TSSL 59

Table 4.3 Occurrence of modal adjuncts in TSSL 62

Table 4.4 Occurrence of Unmarked and Marked Themes in TSSL 65

Table 4.5 Occurrence of Interpersonal and Textual Themes in TSSL 67

LIST OF FIGURES

Figure 4.1 Frequency of process type in TSSL 31 Figure 4.2 Occurrence of Circumstances in TSSL 48 Figure 4.3 Mood types in TSSL 53

CHAPTER 1: INTRODUCTION

1.1 Rationale

Language, as an integral aspect of human interaction, consistently attracts scholarly attention owing to its vital role in facilitating communication, enabling the exchange of ideas, and articulating emotions Text, which emerges as an outcome of social interaction, is intrinsically linked to both spoken and written linguistic forms, encapsulating the multifaceted nature of human communication and capturing the subtle distinctions arising in diverse social contexts (Eggins, 2004, p 2)

Within the domain of linguistic inquiry, Systemic Functional Grammar (SFG) holds a prominent position, having been developed by distinguished linguists such as Halliday (1994), Bloor and Bloor (1995), and Eggins (1994) SFG focuses on examining the grammatical structures embedded in clauses and explores the various ways in which individuals utilize language in their social lives In contrast to traditional grammar, which primarily emphasizes the rules governing proper language usage, functional grammar encompasses both spoken and written linguistic expressions and highlights the functional aspects of language Consequently, SFG provides a thorough and nuanced approach for understanding the complexities of language use across different social situations, which is crucial for a master's thesis aiming to explore language from a refined and accessible angle

Hargreaves et al (2005) argue that songs are a fundamental means of communication, offering a platform for individuals to express their thoughts, intentions, and meanings, thereby emphasizing the importance of songs in promoting human connection and understanding Song lyrics, created by composers, seek to entertain listeners, convey messages, and communicate

emotions, regardless of whether they are positive or negative, highlighting the versatile nature of song lyrics and their roles in both artistic expression and personal communication By carefully choosing words, song lyrics reveal the composer's purpose in delivering specific messages, often reflecting the subject's emotions and attitudes As such, the analysis of song lyrics can provide valuable insights into the relationship between language, emotion, and meaning, making it an essential focus within the context of academic research into linguistic and communicative properties

Taylor Alison Swift, known by the name Taylor Swift, is a well-known American singer-songwriter She was born on December 13, 1989 In 2010, at the age of 20, Taylor Swift became the youngest artist in history to win the Grammy Award for Album of the Year In 2011, Swift was named Billboard's Woman of the Year She has also been named the American Music Awards Artist of the Year and the Entertainer of the Year by the Country Music Association and the Academy of Country Music, among many other accolades As of this writing, she is also the best-selling musician, with 200 million records sold Swift has achieved 111 Guinness World Records and has been honored with the Recording Artist of the Year award on three occasions by the International Federation of the Phonographic Industry She holds the record for being the female touring act that has generated the most revenue, and she is also the first person in the music industry to amass a net worth of at least one billion dollars primarily from her music-related earnings Swift is a philanthropist advocating for artists' rights and women's empowerment She has gotten credit and critical acclaim for her skillful narrative songwriting, typically inspired by her life experiences

Numerous approaches utilizing diverse frameworks and perspectives have been utilized in the study of song lyrics In recent years, interest in SFG has increased Within this area of investigation, an enormous amount of

research has been carried out in an attempt to explore the language from the perspectives of metafunction: the ideational, the interpersonal, and the textual Many linguists in the world have made numerous contributions from various academic aspects For example, Purwandari, Septyana Atik, et al (2022) analyzed the song lyrics of the Energy of Asia Music Album from the Perspective of SFG Another research was conducted by Sari et al (2019), concentrating on Interpersonal Meaning The study aimed to describe the Mood Element which is used in the lyrics of Adele's album 21 Kamaliah (2021) examined the interpersonal meaning of Mood choices on song lyrics in the Folklore album of Taylor Swift Also, Rahayu (2017) conducted a study on the analysis of Theme in Selected Taylor Swift's Song Lyrics The analysis of song lyrics has also been undertaken by several scholars in Vietnam For example, Ngan (2018) reviewed attitude resources in English and Vietnamese love song lyrics Besides, Nhu (2022) analyzed the metaphor of love in Taylor Swift’s songs Trong (2022) discovered the experiential meanings in song lyrics composed by Chester Bennington Among diverse research on linguistic features tested with song lyrics, there seem to be few studies using SFG to analyze the linguistic features in song lyrics

Considering the significant role of songs in communication, the diverse functions of song lyrics, the various research methods employed in studying song lyrics, and the limited use of SFG in lyric analysis, it is apparent that further research in this area is necessary In response to this need, and with the aim of deepening our understanding of the relationship between language, meaning, and artistic expression, I have decided to pursue a master's thesis in this field By applying SFG to examine the linguistic aspects of Taylor Swift's lyrics, this research aims to emphasize the importance of this approach in analyzing song lyrics as a unique form of communication To achieve these goals and contribute to the existing body of knowledge in linguistic analysis, I

have chosen to conduct a thesis titled “A Functional Grammar Study on Taylor Swift's Song Lyrics.”

1.2 Aim and Objectives

1.2.1 Aim of the Study

The aim of this thesis is to investigate the linguistic features in Taylor Swift's song lyrics (TSSL) using SFG developed by Halliday (1994) as an analytical framework More specifically, these linguistic features would be identified from the analysis of experiential, interpersonal, and textual features

1.2.2 Objectives of the Study

In order to attain the aim of the study, the study is to focus on the following objectives:

- To identify the experiential features utilized in TSSL from the perspective of SFG

- To analyze the interpersonal features employed in TSSL from the perspective of SFG

- To explore the textual features used in TSSL from the perspective of SFG

1.4 Significance of the Study

The completion of this thesis provides not only theoretical but also practical benefits Theoretically, the outcomes of this study are helpful for future research on three metafunctions within the SFG concept The study is also expected to have possible contributions to the body of knowledge of functional grammar by bringing about insights into three metafunctions in

song lyrics Practically, it serves as an inspiration for English learners and people interested in song lyrics to study more about this topic Furthermore, instructors in linguistics classes might utilize the data in this study as examples to help English learners comprehend the linguistic characteristics of the language employed in Taylor Swift's songs

1.5 Scope of the Study

Indeed, there are a multitude of songs composed by several renowned artists worldwide However, for this study, the researcher only examined a selection of 20 songs authored by Taylor Swift Taylor Swift's worldwide recognition and influence indicate the significance of her song lyrics She has sold millions of albums, received numerous awards, and amassed a dedicated fan base across different countries and cultures The researcher randomly selected 20 songs penned by Taylor Swift from diverse albums: “Reputation,” “Lover,” “Folklore,” “Evermore,” “Fearless (Taylor’s Version),” “Red (Taylor’s Version),” and “Midnights.” The album has achieved extraordinary achievements, awards and ratings It is also highly applauded for its musicality, lyrics, and songwriting style Taylor Swift won three MTV Video Music Awards for “Me!” and “You Need to Calm Down” from her seventh studio album, “Lover,” after receiving a record twelve nominations At the 63rd Grammy Awards, she became the first woman and fourth artist to win Album of the Year three times with “Folklore,” her eighth studio album “Evermore,” the ninth studio album, was a 64th Grammy Award Album of the Year nominee “Midnights,” Taylor Swift's tenth studio album, was released by Republic Records on October 21, 2022 “Midnights” set global records in all music mediums It achieved the Spotify record for the most single-day streams of an album, Swift's 11th number-one on the Billboard 200, the largest vinyl sales week of the 21st century, the best-selling album of 2022, and the most Billboard Hot 100 top-ten songs in a week

The song lyrics research is carried out based on songs downloaded from English music websites Although there are many ways to identify the linguistic features of a discourse, the study focuses on analyzing three functional features of SFG There have been many functional approaches, but the research is based on Halliday’s framework

1.6 Organization of the Study

Chapter 1, Introduction, includes the rationale, the aim and objectives,

research questions, the significance of the study, the scope of the study, and organization

Chapter 2, Literature Review, reviews the related theory about SFG

Previous studies from the perspective of the theory and song lyrics are also introduced

Chapter 3, Methodology, consists of research method, research

procedures, and the procedure of data collection and data analysis for the study

Chapter 4, Findings and discussions, presents the results of the data

analysis to figure out the linguistic features of three metafunctions appearing in song lyrics

Chapter 5, Conclusion and implications, summarizes the major

findings, draws conclusions, implications, limitations and puts forward suggestions for further studies.

CHAPTER 2: LITERATURE REVIEW

This chapter provides a clear and engaging overview of the essential aspects that underlie the theoretical foundation for the research, with a focus on SFG Consideration is given to the three crucial metafunctions—experiential, interpersonal, and textual—which constitute the basis of the thesis In addition, a section is dedicated to reviewing prior research related to the current study, helping to create a thorough understanding of the subject and placing the research within the broader academic context

2.1 An overview of SFG

SFG has garnered considerable attention as a significant linguistic theory, primarily attributed to the pioneering contributions of Halliday (1978, 1994) and subsequent scholars This framework posits that language fulfills numerous functions in social communication, effectively establishing connections between individuals and conveying meaning (Halliday & Matthiessen, 2014) The ensuing discussion delineates the foundations and applications of SFG in various linguistic contexts while emphasizing its capacity to analyze texts and language use in terms of grammar and meanings (Eggins, 2004, p 2)

The development of SFG is anchored in the work of British linguist Michael Halliday, who endeavored to amalgamate the study of language form with that of language function (Halliday, 1978) Informed by Firth's seminal work on system-structure theory, Michael Halliday developed SFG in the early 1960s as an innovative approach to linguistics that both builds upon and transcends its theoretical antecedents This development signifies not merely a chronological extension but an epistemological advancement, as Halliday integrated Firth's foundational concepts into a more comprehensive and

functional linguistic framework Contrasting traditional grammar, Halliday's approach accentuates the various purposes of language use rather than merely cataloging structural features (Bloor & Bloor, 2004) SFG primarily focuses on the grammar choices associated with meanings, referring to the purpose of the speakers or writers and the concrete forms of language (Matthiessen & Halliday, 2014, p 3)

According to Halliday and Matthiessen (2014, p 10), SFG presents language as a semiotic system that is socially embedded, which sets it apart from conventional models that primarily focus on syntax The theory places significant emphasis on the notion of "choice," asserting that linguistic choices are shaped by the social environment and are evident in the range of systematic options accessible to individuals who use language (Halliday & Matthiessen, 2014, p 23, 60) SFG utilizes a hierarchical framework that effectively separates and links various linguistic strata, including semantics, lexicogrammar, and phonology, in order to conduct a detailed analysis (Halliday & Matthiessen, 2014, p 29) Furthermore, the incorporation of the concept of "register" enables the analysis of linguistic characteristics that are linked to particular social contexts (Halliday & Matthiessen, 2014, p 30) The SFG provides a comprehensive framework for comprehending language as a dynamic system that is influenced by social processes

The three metafunctions at the core of SFG are experiential, interpersonal, and textual (Halliday, 1994) These metafunctions exemplify the various manners in which language fulfills its communicative functions within social contexts SFG determines how the speaker or writer creates meanings in spoken or written texts, with clauses having three broad functions called language metafunctions (Halliday & Matthiessen, 2014) These language metafunctions can be broken down into many linguistic realizations when constructing spoken or written texts

SFG has been utilized as a theoretical framework in a myriad of linguistic studies, spanning from multimodal discourse analysis (Kress & van Leeuwen, 2001) to cross-linguistic research (Butler, 2003) and pedagogical applications in language teaching (Derewianka, 2011) The versatility of this framework lies in its capacity to unveil the intricate connections between language, meaning, and social context, rendering it a valuable instrument for understanding the complexities of human communication Consequently, SFG is concerned with how language is functionally used as a text in context, providing resources in the form of wording to express its speech function and pointing out the language use and structure within different contexts (Matthiessen & Halliday, 2014, p 3)

2.2 The Three Metafunctions

2.2.1 Experiential Meaning

Experiential meaning, is an important feature of ideational metafunction, enables writers to depict external realities, representing and interpreting patterns of experience in a coherent manner The ideational metafunction operates on the semantic plane and consists of two components: experiential meanings and logical meanings According to Halliday (1994), the experiential characterizes clauses as representation and concentrates on ideas and content It also demonstrates how individuals actively interpret reality by categorizing the things and events that come into their awareness In contrast, the logical emphasizes the symbolic representation of reality and experience through language and focuses on the relationship between ideas, or as Halliday puts it, "systems which set up logical-semantic relationships between one clausal unit and another" (Halliday, 1994) This study, however, will focus solely on experiential meaning As posited by Martin et al (1997), the transitivity system pertains to the experiential metafunction within the

clause, allowing individuals to conceptualize the world

Halliday (1994, p 36) characterizes the experiential meaning in the transitivity system as a resource for "construing a model of experience," encompassing three aspects: the process, the participants in the process, and the circumstances associated with the process Process types, which constitute the primary aspect, consist of six subtypes Among these, material, mental, and relational processes are particularly salient, while behavioral, verbal, and existential processes comprise the remaining categories The transitivity system, therefore, plays a crucial role in capturing experiential meaning by delineating the configuration of possible participants, processes, and circumstances

2.1.1.1 Material Processes

In the context of experiential meaning within SFG, material process plays a pivotal role in representing actions or events, both concrete and abstract, that involve various participants As delineated by Halliday (1994), material process entails the occurrence of an action or event in which an object 'does' something, potentially affecting another object This process captures the essence of 'doing' or 'happening' in the construction of experiential meaning

The material process encompasses several participants, each contributing to the overall structure and meaning of the action or event The Actor, as the primary participant, carries out the material action, while the Goal represents the entity impacted by the action Additionally, the Range serves to specify the scope or extent of the action, and the Beneficiary denotes the participant who benefits from the action (Halliday, 1994)

Actor Process: material Goal circumstance (Bloor & Bloor, 2004, p.109)

ChiaboughtPaulsome curryyesterday.

Actor Pr.material Beneficiary Goal circumstance (Bloor & Bloor, 2004, p.109)

Actor Pr material Goal Beneficiary circumstance (Bloor & Bloor, 2004, p.109)

(Eggins, 2004, p.218)

2.1.1.2 Mental Processes

Within the domain of experiential meaning in SFG, mental processes serve as a critical component in the representation of conscious mental activities, including perception, cognition, and affection These processes are characterized by the engagement of a conscious participant in activities such as feeling, thinking, and perceiving (Halliday, 1994)

Mental processes involve two key participants: the Sensor, who is endowed with consciousness and actively senses, and the Phenomenon, which is the entity being sensed Halliday (1994) further categorizes mental process verbs into three primary types: cognition (e.g., thinking, knowing, understanding), affection (e.g., liking, fearing), and perception (e.g., seeing, hearing) Moreover, within the general class of mental clauses, there are four distinct subtypes: perceptive (e.g., sense, see, notice, hear), cognitive (e.g., think, believe, suppose, expect), desiderative (e.g., want, wish, desire, hope), and emotive (e.g., like, fancy, love, adore)

Senser Pr Mental: Perception Phenomenon

(Eggins, 2004, p.227)

2.1.1.3 Behavioural Processes

Behavioral processes relate to physiological and psychological actions like breathing, smiling, looking, watching, and listening They involve two main participants: the Behaver and the Phenomenon Unlike in mental processes, where Sensers is focused on cognition, Behavers is primarily action-oriented As posited by Halliday (2014), these processes can include other participants, such as Behaviour (Range) Typically manifesting in the present continuous tense, they do not involve indirect speech or thought but are often found in fictional narratives to introduce direct speech

Behaver Process: behavioural Circumstance (Eggins, 2004, p 234)

Behaver Process: behavioural Behaviour

(Eggins, 2004, p 234)

Behaver Process: behavioural Phenomenon

(Eggins, 2004, p.234)

2.1.1.4 Verbal Processes

Verbal processes, as defined within the scope of SFG, pertain to processes involving verbal actions, such as saying, asking, commanding, offering, stating, showing, or indicating (Eggins, 2004) These processes generally comprise four distinct participants: the Sayer, Receiver, Verbiage, and Target

According to Eggins (2004), the Sayer is the participant responsible for initiating the verbal process and may not necessarily be a conscious participant The Receiver is the individual to whom the verbalization is directed Verbiage, another participant in this process, refers to a nominalized statement encapsulating the verbal process Lastly, the Target represents the entity that is impacted by the verbal action

I ‘m always praising you to my friend

Each type of relational process is expressed in two distinct modes: attributive and identifying In the attributive mode, an Attribute is assigned to a specific entity, known as the Carrier Conversely, in the identifying mode, one entity (the identifier) serves to recognize another (the identified) Halliday (1994) explains that the terms Token and Value are conflated with Identified and Identifier, and this conflation may occur in either direction

Carrier Pr Relational: attributive Attribute

(Halliday, 1994, p.115)

Identified/Token Pr.Relational: identifying Identifier/Value (Halliday, 1994, p.116)

2.1.1.6 Existential Processes

Existential processes, although sharing similarities with relational processes in terms of involving a participant in a process of being, are distinct as they feature only one participant—the Existent (Halliday, 1994) These

The Arab boyfriend told her a lot of rubbish Sayer Process: verbal Receiver Verbiage

processes convey notions of existence and occurrence, often realized through the verb "be" or other verbs such as "exist" or "arise," followed by a nominal group functioning as the Existent Within an existential clause, the primary function is to introduce the Existent into the text, and the presence of "there" serves as an indicator of the process type without functioning as a location circumstance or representing a participant

Process: existential Existent

(Thompson, 2014, p.111)

Process: existential Existent

(Thompson, 2014, p.111)

2.1.1.7 Circumstances

As for circumstances, they are vitally important elements in identifying experiential meanings Basically, circumstances are recognized via adverbial groups or (repositional phrases appearing in all types of processes According to Halliday and Matthiessen (2004), there are nine different types of circumstances including Extent, Location, Manner, Cause, Contingency, Accompaniment, Role, Matter, and Angle In particularly,

- Extent expresses the interrogative forms such as time and space

- Location expresses the temporal (time) and the spatial (place), with the interrogatives of Location being where and when

- Matter is the one expressing the interrogative form which is What about - Cause is a circumstance that indicates or explains why something

happened However, Reason, along with Purpose and Behalf, is one of three sub-types

- Manner is a circumstance describing how the process is carried out

- Role tells us about be and become and it is the circumstance including

Guise and Product as subcategories

- Accompaniment denotes the circumstantial meanings of 'and', 'or', and 'not'; it relates to the interrogatives and who, what else but who/what?

- Contingency is the element which is related to cause, according to Thompson (1996)

- Angle is also linked to speech processes but in this case to the Sayer; it is like “as says”

These categories are presented in Table 2.1 (Halliday & Matthiessen, 2004, p.291)

Transitive function

Questions for identifying the circumstance

across, etc

Duration, frequency (temporal), distance (spatial)

How long? How far? How often?

from, etc

Time(temporal), place (spatial)

When? Where?

etc

Means,quality, comparison, degree

Why? What for? Who for?

concession, default

Under what conditions? 6 Accompaniment With, besides,

etc

Comitation, addition

Who/what with? Who/ what else?

No Type of circumstance

Typical preposition

Transitive function

Questions for identifying the circumstance

to,in the words of, etc

Source, viewpoint Who says? Who thinks?

Note Adapted from An Introduction to Functional Grammar (3rd ed.), by Halliday and Matthiessen, 2004, p 291 Copyright 2004 by Arnold, a member of the Hodder Headline Group

2.2.2 Interpersonal Meaning

According to Bloor (2013), "all three metafunctions operate simultaneously in the creation of meaning in relation to the context." In SFG, interpersonal meaning is crucial for communication It outlines social roles and the relationship between the speaker and the hearer, as described by Matthiessen and Halliday (2014) It is employed to enact social roles and maintain interpersonal relations Thompson (2014) notes that it serves to express viewpoints and influence behavior Analyzing interpersonal meaning can reveal language use, social relationships, and even the speaker's attitude

According to Eggins (2004), the relationship between linguistic systems and the choices made by speakers in communicative exchanges allows for the examination of interpersonal meaning, which encompasses elements such as degrees of intimacy, familiarity, and attitudinal stances Interpersonal meaning has two vital components: Mood and Modality In line with this, to express interpersonal meaning in a text, a relationship between the semantic organization of interaction and grammatical differences in the mood structure of clauses is established, and the functional constituents and

their configurations in clauses of different mood types and the role of modality (modulation and modalization) in interaction are identified (Eggins, 2004, p 141) Interpersonal meaning concerns how clauses for different types of interaction are structured and how particular positions (strong, middle, or weak) in interactions are taken Eggins (2004, p 147) also writes that mood structure is composed of mood elements and residue She further delineates modality as a multifaceted domain within English grammar dedicated to analyzing textual message conveyance Residue is identified as the remaining functional element within a clause

Two primary systems within the interpersonal metafunction of language are Mood and Modality The Mood system comprises two options: indicative mood and imperative mood, with the former being the most common and consisting of declarative and interrogative moods According to Halliday's theory (1994), the interpersonal metafunction is realized through the systems of 'mood' and 'residue', with Mood further subdivided into Subject and Finite components, and Residue typically consisting of Predicator, Component, and Adjunct Mood formation involves the combination of Subject and Finite, representing the selection of mood in a sclause and serving as the domain of agreement between these components The Residue, or 'Proposition', constitutes the remainder of the clause

(Thompson, 2014, p.66)

(Thompson, 2014)

The beams are obviously going to have to be replaced Subject Finite Mood Adjunct Predicator

(Thompson, 2014)

Halliday and Matthiessen (2014, p 143) summarize key features of interpersonal meaning as follows: (1) the presence of the Mood element (Subject + Finite) realizes the 'indicative' feature, (2) within the indicative, the order of Subject and Finite is significant, with Subject before Finite realizing 'declarative', Finite before Subject realizing 'yes-no interrogative', and 'WH-interrogative' dependent on the order of Subject and Finite in relation to the WH-element

(Thompson, 2014)

(Thompson, 2014) Another element representing interpersonal meaning is Modality, defined by Halliday and Matthiessen (2014, p 75) as the speaker's judgment of probabilities or obligations Modality provides intermediate degrees

Unfortunately all too often

Subject Finite Mood Adjunct Predicator Complement

Finite Subject Predicator Adjunct Mood Adjunct

Residue Mood

Why did you leave the convent so suddenly? WH-/Adjunct Finite Subject Predicator Complement Adjunct

Mood Residue

between positive and negative poles, enabling speakers to navigate the realm of certainty between "yes" and "no." There are two main types of Modality: Modalization and Modulation, as illustrated in Table 2.2 (Halliday & Matthiessen, 2004, p 618)

Table 2.2

System of types of modality

more

Note Adapted from An Introduction to Functional Grammar (3rd ed.), by Halliday and Matthiessen, 2004, p 618 Copyright 2004 by Arnold, a member of the Hodder Headline Group

Halliday and Matthiessen (2014) emphasize the existence of intermediate degrees between positive and negative poles, with the space between 'yes' and 'no' holding different significance for propositions and proposals

2.2.3 Textual Meaning

Language plays a crucial role in connecting text to the context in which it is employed Halliday (1994) characterizes the Textual metafunction as the 'relevance' or 'enabling' metafunction, serving as the organizational level of the clause that facilitates effective communication given its purpose and

context Each clause, structured as a message, comprises a Theme and a Rheme The Theme aids the speaker in helping the addressee process the message, while the Rheme encompasses the remainder of the clause following the point of departure Consequently, the Theme occupies the initial position in the clause, with the Rheme following

Eggins (2004) contends that the clause's three-dimensional metafunctional structure allows for the identification of three distinct elements that can function as Theme: topical (or experiential) theme, interpersonal theme, and textual theme

Topical Theme, an element to which a Transitivity function can be assigned, appears in the first position of a clause Each clause must have one and only one Topical Theme, operating under a special principle After identifying a Topical Theme in a clause, all remaining constituents assume the role of Rheme Topical Theme has two subcategories: marked and unmarked Topical Theme An unmarked Topical Theme occurs when the first topical element of a declarative clause is also the Subject, while a Non-Subject Theme is considered a 'marked' Theme

(Thompson, 2014)

(Thompson, 2014) Interpersonal Theme arises when a constituent, assigned a Mood label, appears at the beginning of a clause Unfused Finite and Modal Adjuncts can

This large sixth form college is one of only two offering boarding accommodation

The Queen yesterday opened her heart to the nation

All the rest we’ll do for you Friends like that I can do without What I saw inside I do not want to describe

function as interpersonal Themes

Finite Subject Predicator Complement Adjunct: circ

interpersonal topical

interpersonal topical

Adj: mood Predicator Complement Complement

Textual Theme, the third constituent that can occupy the Thematic position, plays a crucial cohesive role in relating the clause to its context Continuity Adjuncts and Conjunctive Adjuncts represent the two primary types of textual elements that can function as Theme (Eggins, 2004)

(Eggins, 2004)

(Eggins, 2004) Although a clause has only one Thematic element (Topical Theme), it may include a sequence of Themes, often consisting of several textual and/or Interpersonal Themes preceding the obligatory Topical Theme

(Eggins, 2004) In summary, the three types of metafunction serve distinct roles in analyzing various aspects of discourse Investigating these metafunctions in a

Adjunct: contin Subject Finite Predicator Complement

discourse is essential for understanding language usage, particularly in spoken language

2.3 Previous Related Studies in Song Lyrics

2.3.1 Discourse Analysis of Song Lyrics

Song lyrics have attracted multidisciplinary research, with linguists examining language use, sociologists exploring cultural contexts, musicologists studying the relationship between lyrics and music, and psychologists investigating the impact on listeners' emotions and cognition These diverse approaches contribute to a comprehensive understanding of the complex interplay between language, music, culture, and human experience

In the realm of discourse analysis, a study was conducted by Risdianto (2016) to examine the song lyrics of “We Will Not Go Down” by Michael Heart, a piece dedicated to the Palestinian people and the Gaza conflict The study is methodologically qualitative and aims to unearth the contextual, grammatical, and lexical dimensions of the song Contextually, the song is deeply embedded in the life experiences and background of the songwriter, Michael Heart Grammatically, the study identifies eight forms of first-person plural pronouns, four second-person plural pronouns, and seven third-person pronouns, contributing to the song's cohesion and coherence Lexically, the study reveals an anaphoric repetition of the phrase "We Will Not Go Down," iterated seven times to emphasize Palestinian resilience The study concludes that the song serves as a potent medium for conveying the struggles and resistance of the Palestinian people, effectively utilizing various discourse elements to engage its audience

In the same vein, Amenorvi's study (2019) employs a multimodal analytical framework to explore the theme of survival in Bob Marley's 1979 album, “Survival.” The research is qualitative and focuses on the album's cover design, literary devices, and other aesthetic elements The study finds

that the album cover is replete with symbolism, featuring the flags of 48 independent African nations and Papua New Guinea, along with the depiction of a slave ship, thereby encapsulating the historical struggles and resilience of the African diaspora Literary devices such as repetition, allusion, and metaphor are also employed to project the theme of survival The study concludes that the album serves as a powerful medium for conveying the theme of survival, from the historical struggles of slavery to the contemporary issues facing the African diaspora

Similar to this study but different in the theoretical framework, Alek et al (2020) employ Fairclough's Critical Discourse Analysis to scrutinize the intended meanings and implications of Taylor Swift's song "Look What You Made Me Do," both lyrically and visually The research aims to elucidate the song's impact on language learning, given its popularity among adolescents The findings reveal that the song employs various figurative expressions, such as metaphors, irony, and paradox, to convey a transformation in Swift's public persona from an innocent figure to a more powerful and assertive individual Symbolic elements, like the use of animals (snakes and ravens) and color schemes (black, red, and gold), further accentuate this transformation The study concludes that the song serves as a complex semiotic landscape, offering multiple layers of meaning that can be integrated into language learning curricula, though with caution due to its sociocultural implications

Nhu (2022) explores the use of metaphor in Taylor Swift's songs, focusing on how love is represented and conveyed through figurative language Utilizing a comprehensive analysis of Swift's lyrics, the study highlights the various metaphorical expressions employed to depict love, as well as their impact on the listener's interpretation and emotional response The findings demonstrate that Swift's songs contain a diverse range of metaphors, portraying love in multifaceted and nuanced ways that resonate with listeners' experiences

and emotions Furthermore, the study emphasizes the importance of metaphor in enriching the meaning and expressive power of song lyrics

2.3.2 Functional Grammar Analysis of Song Lyrics

Lyrics play an important role in the semantics and structure of many pieces of music Regarding discourse analysis from the standpoint of functional grammar, a multitude of studies have been conducted across various disciplines

First, Marwati (2017) utilizes SFG to analyze the figurative language in the song lyrics of Taylor Swift's album "Speak Now" and explores its application in teaching reading to eleventh-grade students in senior high school The findings of the study indicate that the diverse array of figurative language present in Swift's lyrics offers valuable opportunities for developing students' reading skills and comprehension, particularly in recognizing and understanding the nuances of figurative language By incorporating these song lyrics into the teaching of reading, educators can enhance student engagement and promote a deeper understanding of linguistic elements

In the same way, Ngan (2018) conducts a comparative investigation of attitude resources in English and Vietnamese love song lyrics, utilizing the SFG as the primary theoretical framework The study aims to explore the similarities and differences in the expression of attitudes in the lyrics of both languages The findings reveal that while both English and Vietnamese love song lyrics share some common attitude resources, they also exhibit distinct cultural and linguistic characteristics Furthermore, the results show that the selection of attitude resources in love song lyrics can significantly impact the conveyed message and the emotional response of the listeners

It does not cease at that, the study by Sari et al (2019) employs Systemic Functional Linguistics (SFL) to analyze the interpersonal meaning in the lyrics of Adele's song "Don't You Remember" from her album "21."

Utilizing a descriptive qualitative method, the researchers dissect the song's clauses based on Mood-Residue elements such as Subject, Finite, Predicator, Complement, and Adjunct The findings reveal that out of 28 analyzed clauses, only four lacked aspects of interpersonal meaning, accounting for 85.7% of the data that could be scrutinized for mood and residue This high percentage underscores the rich interpersonal meaning conveyed through the song, thereby affirming the efficacy of SFL in analyzing such media

In addition, Trong (2022) also examines the experiential meanings in song lyrics composed by Chester Bennington, applying SFL as the theoretical and methodological framework The study delves into the linguistic features, focusing on how Bennington's lyrics convey his personal experiences, emotions, and perspectives on various topics The findings reveal that Bennington's songs are rich in experiential meanings, displaying a diverse range of linguistic features that enable listeners to connect with the artist's inner world and empathize with the emotions and experiences expressed in the lyrics The thesis underscores the importance of understanding experiential meanings in song lyrics and their potential application in fields such as language teaching and the study of popular culture

In summary, this chapter has reviewed the overall picture of SFG, focusing on the three metafunctions of a language This review is of great importance for the writer to apply SFG as a theoretical framework in her analysis in the following chapter Moreover, this chapter also provides a brief summary of previous studies that are closely connected to the current topic

CHAPTER 3: RESEARCH METHODOLOGY

This chapter serves to provide the readers with the research methods, the data collection and description, data analysis, the procedures of the research and its reliability and validity

3.1 Research Methods

In order to conduct the thesis, qualitative and quantitative approaches were employed to process and describe the features of the data In detail, the qualitative approach served to realize three functional features comprising experiential, interpersonal and textual one in TSSL The frequency of the three features was quantitatively investigated and compared to reveal an overall picture of the data in question

3.2 Data Collection and Description

The data collection process was carried out as follows: Initially, the researcher randomly selected 20 songs penned by Taylor Swift from diverse albums: “Reputation,” “Lover,” “Folklore,” “Evermore,” “Fearless (Taylor’s Version),” “Red (Taylor’s Version),” and “Midnights,” and compiled a table containing details such as song titles, artists, composers, albums, and years of release This information was sourced from Wikipedia Subsequently, the researcher obtained the lyrics of these songs from www.azlyrics.com The subject matter of these songs varies widely, encompassing themes such as love someone at first sight (Willow), confessions to a crush (Message In A Bottle), sharing your innermost thoughts after the party (New Year’s Day), and apologies to a lover (Cornelia Street), among others

3.3 Data Analysis

Following data collection, the analysis was conducted based on the research questions, focusing on three metafunctions: experiential, interpersonal, and textual

In the experiential metafunction, attention was given to the Transitivity system's six process types: material, mental, behavioral, verbal, relational, and existential The frequency of each type was calculated and presented through charts Furthermore, examples were provided to support the analysis and contribute to the qualitative study

Regarding the interpersonal metafunction, the analysis centered on mood and modality The occurrences of each item were displayed through charts and tables, facilitating a qualitative discussion and interpretation of the interpersonal metafunction

Finally, in the textual metafunction, three prominent types of themes—Topical Theme, Interpersonal Theme, and Textual Theme—were examined and synthesized The distribution of these themes was presented using examples and charts, providing a clear and engaging representation of the findings

3.4 Research Procedures

The study used Halliday's theory, as a framework to investigate the linguistic features in song lyrics However, in order to figure out the meanings, the researcher had to follow detailed steps

First, the researcher reviewed the relevant previous studies to find the appropriate ways to go as well as ensure reliability and validity Next, collecting data from an online reliable website, twenty full song lyrics of these selected songs were downloaded to serve the study from the link www.azlyrics.com

Secondly, the writer counted the number of clauses and coded as follows Song lyric 1 to Song lyric 20 were coded with S1 to S2 and Clause 1 to Clause n were coded with C1 to Cn After that, the author started identifying the components of experiential metafunction, interpersonal metafunction and textual metafunction employed in each clause

Finally, the researcher analyzed the data collected by making statistics and demonstrating with charts to discuss the linguistic features of each type

3.5 Validity and Reliability

The validity and reliability were taken as the priority from the data selecting step to the analyzing one In order to guarantee the validity and reliability of the study, a myriad of the theoretical frameworks from famous linguists were applied In details, any information quoted in this study was definitely reliable as they were extracted from prestigious linguists Furthermore, the selected data are collected from the reliable website Lastly, by different methods, the findings of the study were concluded after a long process of specific analyzing, explaining, discussing with full of evidence, statistics illustrated by charts or tables

In summary, chapter 3 clarifies the data-gathering instruments of the research, research procedure, and research methods which are utilized for collecting and processing the data Following is Chapter 4, where the findings and discussion of the study are presented

CHAPTER 4: FINDINGS AND DISCUSSION

As previously outlined, this chapter serves as the platform for presenting the specific outcomes of the comprehensive data analysis The three main research questions from Chapter 1 are addressed in this discussion Especially, three grammar tools, namely the Transitivity system, Mood structure, and Theme structure, are analyzed to reveal the three metafunctions of the language in TSSL

Within the extensive dataset, a total of 1,775 finite and non-finite clauses were meticulously collected It is noteworthy that this corpus encompassed 228 embedded clauses that were deemed to be outside the scope of the study objectives Consequently, the analysis hones in on examining the remaining 1,547 clauses, allowing the opportunity to explore the language and grammar utilized in TSSL

4.1 Experiential Metafunction in TSSL

The foundation for interpreting the experiential metafunction in language lies within the system of transitivity, particularly the system of process In the analysis process of TSSL, the author adopts this framework to delve into the underlying structures and experiences conveyed through the lyrics This section scrutinizes the three key elements at the core of this metafunction: process, participant, and circumstance As introduced in Chapter 2, six distinct types of processes govern the unfolding narratives in TSSL These processes include material, relational, mental, existential, behavioral, and verbal processes

To gain a comprehensive understanding of the experiential metafunction present in TSSL, the researcher analyzes the distribution of these six process types within her lyrical content The findings of this analysis will be presented in Figure 4.1, illustrating how these processes are utilized