A functional analysis of martin luther king’s speech “beyond vietnam a time to break silence”

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRẦN THỊ TỐ NGA A FUNCTIONAL ANALYSIS OF MARTIN LUTHER KING‟S SPEECH “BEYOND VIETNAM: A TIME TO BREAK SILENCE” MASTER THESIS IN ENGLISH Binh Dinh, 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRẦN THỊ TỐ NGA PHÂN TÍCH BÀI PHÁT BIỂU “BEYOND VIETNAM: A TIME TO BREAK SILENCE” CỦA MARTIN LUTHER KING THEO NGỮ PHÁP CHỨC NĂNG Chuyên ngành: Ngôn ngữ Anh Mã số: 22 02 01 Người hướng dẫn: PGS.TS Trần Văn Phước i STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in the whole or part from the thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the thesis This thesis has not been submitted for the award of any degree or diploma in any tertiary institution Binh Dinh, 2020 Tran Thi To Nga ii ACKNOWLEDGEMENT First and foremost, I would like to express my thanks to all the lectures who have the given the foundation for this thesis and all the staff of the Postgraduate Department at Quy Nhon University for their encouragement, kindness and administrative assistance My deepest gratitude and appreciation goes to my supervisor Trần Văn Phước, Assoc Prof Dr for his invaluable guidance My thanks are also due to I am immensely grateful to my aunt, Nhuan Tri, for her help and kindness Many, many thanks to all the teachers at Ton Duc Thang High School in Duc Co District, Gia Lai Povince for creating the best conditions to me I would like to take this opportunity to say thank you to my coworkers and friends, whose kindness and support to my study were great I would like to show my sincerce thanks to many people who have given me great help during the time I managed to complete this thesis Last but not least, I feel deeply indebted to my family, especially my parents for always by my side whenever I got troubles iii ABSTRACT This Thesis entitled: A functional analysis of Martin Luther King‟s speech “Beyond Vietnam: A Time to Break Silence” is conducted to aim at examing the metafunctions of Martin Luther King‟s speech by analyzing its topic, content and attitudes This work identified the Tenor/Interpersonal metafunction, Field/Experiential metafunction, Mode/ Textual metafunction and thematic progressions were applied In terms of Interpersonal metafunction, most of the clauses are declarative, the main role of the speech is to declare the facts that America‟s government neglecting their poverty program to interfere to Vietnam war, which leads to the tragic consequences forward not only lives but resources of both Vietnamese and American In King‟s speech, the Modality becomes prominent through a range of modal auxiliary verbs to indicate the necessity and urgency of a protest against the war From the Experiential metafunction analysis, it can be concluded that the material processes dominate in six kinds of processes The central purpose of King is to mainly convey information about the actions of breaking the rules and the cruel actios of America‟s government in Vietnam Morever, King mentions about the positive changes of life after conducting a new revolution Regarding to Textual metafunction, it helps listeners to integrate in the King‟s messages Topical theme accounts for the highest percentage and multiple themes play a vital role to latch a sentence explicitly on to the preceding context Last but not least, is the analysis of thematic progression, it is found that the speech also tends to employ the constant theme pattern because it is easy for the speaker to develop the topic and for the audience to be accepted Thanks to thematic progression patterns the related problems of ending Vietnam war are mentioned throughout the speech Hopefully, the reasearch is helpful to those whose are studying political languages as well as learning how to make a successful speech iv ABBREVIATIONS King: Martin Luther King E: Example SFG: Systemic Functional Grammar TH: Theme RH: Rheme v LIST OF TABLES Table Title Number Page Number 2.1 Six processes of Halliday's theory 14 2.2 The principle categories of relational clause 17 2.3 A summary of all the types of process and their general category meaning 18 2.4 Marked and unmarked themes 23 4.1 Frequency and percentage of mood structures 33 4.2 Frequency and percentage of each type of modality 37 4.3 Frequency and percentage of each process 41 4.4 4.5 4.6 4.7 Frequency and percentage of topical, interpersonal and textual theme Frequecy and percentage of simple and multiple themes Frequency and percentage of marked and unmarked theme Frequency and percentage of thematic progression patterns 49 52 55 59 vi LIST OF FIGURES Figure Title Number 2.1 Giving or demanding, goods-&- services or information Page Number 10 2.2 Theme- rheme structure in English clause 20 2.3 Simple theme and multiple theme in English clauses 22 2.4 Unmarked theme in English clauses 25 2.5 Marked theme in English clauses 25 2.6 The constant pattern of thematic progression 26 2.7 The zig-zag pattern of thematic progression 27 2.8a The multiple rheme pattern of thematic progression 27 2.8b The multiple rheme pattern of thematic progression 28 4.1 The constant pattern of thematic progression 60 4.2 The zig-zag pattern of thematic progression 61 4.3 The multiple rheme pattern of thematic progression 63 vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vi TABLE OF CONTENTS vii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Review of previous studies related to the research 2.2 Theoretical background 2.2.1 Definition of Speech and Text 2.2.2 Systemic Functional Grammar 2.2.3 Three Metafunctions 2.2.3.1 Interpersonal meaning of the text 10 2.2.3.2 Experiential meaning of the text 13 2.2.3.3 Textual meaning of the text 18 viii 2.2.3.4 Thematic progression patterns 25 2.2.4 Martin Luther King 28 CHAPTER 3: RESEARCH METHODOLOGY 31 3.1 Research methods 31 3.1.1 Data collection 31 3.1.2 Data collection and coding procedure 31 3.1.3 Data analysis 32 3.1.3.1 Text analysis method 32 3.2 Summary 33 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 4.1 Interpersonal function in Martin Luther King‟s speech 34 4.1.1 Mood Structures 34 4.1.1.1 Frequency of mood structures 34 4.1.1.2 Description and lexico-grammatical realizations of moods 34 4.1.1.3 The usage of mood structures to express the interpersonal function 38 4.1.2 Modality 38 4.1.2.1 Frequency of Modality 38 4.1.2.2 Description and lexico-grammatical realizations of modality 39 4.1.2.3 The usage of modality to introduce the interpersonal function 41 4.1.3 Summary 42 63 further developed According to Abed (2000), he stated that the effect is to build a sense of unfolding of information, moving forward while also harking back, and building an overall sense of unity of meaning (Abed, 2000) E43: why I believe that the path from Dexter Avenue Baptist Church the church in Montgomery, Alabama, where I began my pastorate leads clearly to this sanctuary tonight [54] Figure The zig zag theme pattern of thematic progression The information in rheme (believe that the path from Dexter Avenue Baptist Church the church in Montgomery, Alabama) is explained further by the second clause in which where) becomes the theme The theme “where” refers to the information in rheme “in Montgomery, Alabama …”, „where” that is presented in the theme of second clause is taken from the rheme of first sentence Alonso and McCabe (2000) stated that linear pattern provides more of a dynamic text which works well with explanation as it allows writers to elaborate his/her points by always moving from a given idea to a new one (Alonso & McCabe, 2000) According to Wang, the dominant type of thematic progression patterns used will depend on the text types As evidence, she added that in narrative-type text, we often repeat the theme of one clause into the theme of the subsequent clause (constant pattern) (Wang, 2007).Fries also found that academic text presents more cross referential link from the rheme of the clause to the theme of 64 the next clause, as the academic text presents complex arguments in which each successive idea is an expansion of an idea in the previous sentence (Fries & Peter, 1983) 4.4.2.3 The multiple rheme pattern of thematic progression E44: I would like to suggest five concrete things that our government should [immediately] to begin the long and difficult process of extricating ourselves from this nightmarish conflict: Number one: End all bombing in North and South Vietnam Number two: Declare a unilateral cease-fire in the hope that such action will create the atmosphere for negotiation Three: Take immediate steps to prevent other battlegrounds in Southeast Asia by curtailing our military buildup in Thailand and our interference in Laos Four: Realistically accept the fact that the National Liberation Front has substantial support in South Vietnam and must thereby play a role in any meaningful negotiations and any future Vietnam government Five: Set a date that we will remove all foreign troops from Vietnam in accordance with the 1954 Geneva Agreement.[384-389] 65 Figure The multiple rheme pattern of thematic progression In above example, the rheme „five concrete things‟ of the first clause has five components, each of which is taken in turn as the Theme of a subsequent clause 4.4.3 The usage of thematic progression to present the interpersonal function The thematic progression patterns used in this speech are flexible Three thematic progression patterns appear in the speech and their frequencies vary not too much, which can make the structure of the speech more flexible and increase the interest of the audience Among the three thematic progression patterns, constant pattern is used most with 74.9% This makes the clauses in the speech more connected and information flows more naturally and logically Audience can also understand the speech better by this means The second frequent thematic progression pattern is the zig zag progression with 24.9% By using it, repetition of themes are used as a stylistic devise to highlight King‟s points and 66 therefore to create a strong, easy to remember speech especially as in this speech Multiple rheme pattern is rarely used with 0.2% but it is very helpful for the development of the speech 4.4.4 Summary King adapts constant progressions more than other types in his speech, accounting for 74.95% and appearing in 176 times This makes the clauses in the speech more connected and information flows more naturally and logically Therefore, the audience can also understand the speech better by this means The zig zag pattern accounting for 24.9% gives texts a sense of cumulative development because new information in successive clauses becomes the point of departure of later clauses, allowing new information to be further developed Multiple rheme pattern is rarely used with 0.2% but it is very helpful for the development of the speech 67 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 Main findings of the study In this Chapter, I will summarize my study about this mentioned topic above because I want to review my research and present the positives and negatives during doing this paper, which can help readers enhance the knowlegde about Functional Grammar and political speech; especially, which can help readers to avoid the drawbacks that I faced to solve so that they can save a lot of time to carry out the following study when they have the same theoretical framework with my study 5.2 Conclusions As the title of this thesis indicates, some conclusions can be withdrawn as follow SFG is well applied in analyzing, it completely allows us to highlight the speech in terms of three metafunctions not only interpersonal, experiental and textual meanings but the thematic- progression As regards the perspective of interpersonal meaning, the dominance of statement within declarative mood with 93.9% signals that the status of Martin Luther King here is a speaker, a man who has much information that want to be delivered Through declarative mood, King condemns the war in Vietnam because of the effects on the war on poverty, on national values, on hate, on morality…King called for an enlightened future for the society without violence Question accounting for 4.7% shows the interaction between the audience and the speaker The imperative accounts 1.4% in which the dominant pattern of the imperative mood in the speech is using the structure “let” in order to invite the others to againts conflict thus to persuade the audiances to have various actions and achieve „revolution‟ to have enlighten life In cases of modality, the 68 percentage of modulation is far more than modalization with 66.6% and 33.4% in respectively The remarkable usage of modality is that the American citizens take responsibility for acting immediately to end the struggle With respect to experiental meaning, this speech is with typical political aims King chooses more objective and more persuasive processes to convey his ideasand reach his goals There is no doubt that material process and relational process are both the best choices with 51.5% and 19.7% perspectively, because the material processes and relational processes always state the true events The reality is depicted with its own live features in which the cruel actions of America‟ government to Vietnamese people Besides, Diem‟s government in Vietnam is heavily criticised because of the savage actions to their own citizens Another important thing is the changes of the new revolution King‟s understanding is imposed on the audience, hence influences the audience‟ understanding of the world That makes the speech more objective and more persuasive In relation to textual meaning, as for marked theme and unmarked theme, unmarked theme is used more often than marked theme, and unmarked theme covered about 61.7% of the whole speech In order to analyze this speech more clearly, we must make clear the background situation in which King made this speech We all know that King is the first black to speak in American history And I think it will be an encouragement and a progress for America and American people It indicates that America will go through some changes When the King gives the speech, America is undergoing crisis and people are expecting some changes for a better future about the economy and politics and so on In this kind of situation, King‟s speech is very significant and important for encouraging people in America In the whole, King uses many simple themes with 31.4% and unmarked themes to show his clear opinions and ideas With 69 this kind simple, clear and direct theme type, King shows his confidence for future development in his country Thus the listeners can have the same confidence and encouragement, which is very important for not only Vietnam but also America in that moment King also applies multiple themes significantly with 68.6% to show certain feelings in his heart and for the purpose of strengthening power and consistence of his speech Finally, among the three thematic progression patterns, constant pattern is used most accounting for 74.9% This makes the clauses in the speech more connected and information flows more naturally and logically Audience can also understand the speech better by this means King adapts constant progressions more than other types in his speech, accounting for 74.95% and appearing in 176 times This makes the clauses in the speech more connected and information flows more naturally and logically Therefore, the audience can also understand the speech better by this means The zig zag pattern accounting for 24.9% gives texts a sense of cumulative development because new information in successive clauses becomes the point of departure of later clauses, allowing new information to be further developed Multiple rheme pattern is rarely used with 0.2% but it is very helpful for the development of the speech 5.3 Limitations I think this study is very significant and meaningful for us to understand the function of language and charm of language However, of course, this study contains many limitations Because of limited time, I just apply one speech as the example and I know this is not enough And it can‟t reveal the general common characteristics of speeches In the future, more work should be done on this kind of research 70 5.4 Implications Functional grammar is more sociological in orientation It is concerned with understanding the ways in which language is used for different purposes and in different situations, serving a communicative purpose of language learning This is what EFL students really need Most EFL students are taught traditional grammar, and know a lot of grammar rules In their mind, a language is a set of rules For a communicative purpose, this mindset should be changed They need to know how to use language in different situations In order to achieve academic success in school, they must be familiar with school-based texts They should know the differences of modes and genres between spoken English and written English Through text analysis, functional grammar can offer EFL students “a way of seeing how meaning and form are related in the different options available in the grammatical systems of the English language, and know how knowledge is construed in school” (Schleppegrell, 2004, p 1) For most EFL students, because of their poor English language experience at home, they often confuse informal or spoken English with formal or written English Therefore, the great challenge for EFL students is “literate” texts, which have been described as decontextualization, explicit, and complex (Schleppegrell, 2004) In order to be familiar with literate texts, it is necessary for EFL students to know how language works in these texts When writing his classic book, Halliday (1994) says that the aim of his it possible to say sensible and useful things about any text, spoken and written, in modern English Moreover, some projects about functional grammar are welcomed by students and teachers in some schools In reality, integrating functional grammar in practical language teaching and learning is possible The Grammar Translation Method In Language Teaching is better known as the Grammar-Translation Method It is also 71 called the classical method of teaching English In the teaching of English as foreign language, it has enjoyed a great reputation in the past at present also, many teachers prefer to teach English by this method It the past Greek, Latin, French, German etc were taught by this method Based on the analysis of King‟s speech about three metafunctions and the thematic progressions, there are some suggestions: By using the same object, King‟s speech, the readers, especially learners concerning language can the analysis in different scope, whether it concerns about context of culture, context of ideology, or schematic structure The readers can also analyze metafunction or/and register variable from another objects, such as newspaper, magazine, article, or texts in a book or another sources The learner can analyze and develop the relationship between textual function (metafunction) and mode (register variable) Because the writer thinks that this item is the most difficult than others 72 REFERENCES Abed, A Q (2000) Thematic progression in selected short stories of Ernest Hemingway Mustansiriyah Baghdad Alonso, I A., & McCabe, A M (2000) Theme, transitivity and cognitive representation in Spanish and English written texts Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E (1999) Longman Grammar of Spoken and Written English Harlow: Pearson Education Bloor, T., & Bloor, M (1995) The Functional Analysis of English: A Hallidayan Approach London: Arnold Butt, D., & (2000) Using functional grammar: An explorer‟s guide Sydney: Macquarie University Danes, F (1974) "Functional sentence perspective and the organization of the text" (F Danes Ed.) Dou, C., & Zhao, S (2018) An Analysis of Themes and Thematic Progression Patterns in Ivanka Trump s Speech Studies in Literature and Language, 16, 62-67 Droga, L., & Humphrey, S (2002) Getting started with functional grammar Berry: Target Texts Eggins, S (1994) An Introduction to Systemic Functional Linguistics London: Pinter Publisher Fahlevi, R (2015) An analysis of metafunction and context of situation in Martin Luther King‟s speech „I have a dream‟ Sumatera Utara Medan University., Medan Fries., & Peter, H (1983) "On the status of theme in English: arguments from discourse." Habermas, J (1992) Theme in post-metaphysical thinking Cambridge: MIT Press Halliday, M A K (1978) Language as Social Semiotics London: Edward Arnold Halliday, M A K (1985) An Introduction to Functional Grammar London: Edward Arnold Inc Halliday, M A K (1994) An introduction to functional grammar London: Arnold 73 Halliday, M A K., & Hasan, R (1976) Cohesion in English London: Longman Halliday, M A K., & Matthiessen, C (2004) An Introduction to Functional Grammar London: Arnold Josiah, U E., & Oghenerho, G (2015) Pragmatic Analyses of Martin Luther King (Jr)‟s Speech: “I Have a Dream” - An Introspective Prognosis Journal of Education and Practice, 6, 17 Martin, J R (2013) Interviews with M.A.K Halliday: Language Turned Back on Himself: A&C Black Martin, J R., Matthiessen, C M I M., & Painter, C (1997) Working with Functional Grammar New York: Arnold Milloy, N R (2013) Breakdown of Speech: Causes and remediation: Springer US Nguyen, T T (2011) A study on the structure of the speech I have a dream" by Martin Luther King: a systemic functional grammar analysis Vietnam National University, Hà Nội Nguyen, T T H (2008) Theme- Rheme structure in the English and Vietnamese news reports (Unpublished Ph D Thesis), Ho Chi Minh University of Science and Humanities, Ho Chi Minh City Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1985) A Comprehensive Grammar of the English Language London: Longman Richardson, J E (2007) An Approach from Critical Discourse Analysis New York: Palgrave Macmillan Schegloff, E., Jefferson, G., & Sacks, H (1977) The Preference for Self-Correction in the Organization of Repair in Conversation Language, 53, 361-382 doi: 10.2307/413107 Schleppegrell, M J (2004) The Language of Schooling: A Functional Linguistics Perspective Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers Searle, J R (1979) Expression and Meaning Cambridge: CUP 74 Ton, N M N (2004) A Discourse Analysis of Travel Advertisement in English and Vietnamese (Unpublished Ph D Thesis), Hanoi: Vietnam Van Dijk, T A (1997) What is Political Discourse Analysis? Belgian Journal of Linguistics, 12 Wang, L (2007) Theme and rheme in the thematic organization of text: Implication for teaching academic writing Asian EFL Journal https://www.history.com/topics/black-history/martin-luther-king-jr https://en.wikipedia.org/wiki/Beyond_Vietnam:_A_Time_to_Break_Silence#Ba ckground I SAMPLE OF ANALYZING DATA I Material, Mental, Behavioral, Verbal, Relational, Existential processes I come to this magnificent house of worship tonight because my conscience leaves me no other choice I join you in this meeting because I am in deepest agreement with the aims and work of the organization which has brought us together, Clergy and Laymen Concerned About Vietnam The recent statements of your executive committee are the sentiments of my own heart, and I found myself in full accord when I read its opening lines: "A time comes when silence is betrayal." That time has come for us in relation to Vietnam 1.I come to this magnificent house of worship tonight = come 2.because my conscience leaves me no other choice = leave 3.I join you in this meeting = join 4.because I am in deepest agreement with the aims and work of the organization = be in 5.(the aims and work of the organization) (which) has brought us together, Clergy and Laymen Concerned About Vietnam = bring 6.The recent statements of your executive committee are the sentiments of my own heart, =be II 7.and I found myself in full accord = find 8.when I read its opening lines: = read 9."A time comes = come 10.when silence is betrayal." = be 11.That time has come for us in relation to Vietnam = come 11 Declarative (affirmative), Declarative (negative), Interrogative, Imperative, , Modal 1.I come to this magnificent house of worship tonight = Declarative /Affirm 2.because my conscience leaves me no other choice = Declarative /Affirm 3.I join you in this meeting = Declarative /Affirm 4.because I am in deepest agreement with the aims and work of the organization = Decl/ /Affir 5.which has brought us together, Clergy and Laymen Concerned About Vietnam = Decl/ /Affir 6.The recent statements of your executive committee are the sentiments of my own heart,= D/A 7.and I found myself in full accord III = Declarative /Affirm 8.when I read its opening lines: = Declarative /Affirm 9."A time comes = Declarative /Affirm 10.when silence is betrayal." = Declarative /Affirm 11.That time has come for us in relation to Vietnam = Declarative /Affirm 11 Topical Theme, Topic1, Topic2, Topic3, Topic4 II IV Interpersonal Theme, Textual Theme 1.I come to this magnicficent house of worship tonight 2.because my conscience leaves me no other choice 3.I join you in this meeting 4.because I am in deepest agreement with the aims and work of the organization 5.which has brought us together, Clergy and Laymen Concerned About Vietnam 6.The recent statements of your executive committee are the sentiments of my own heart, 7.and I found myself in full accord 8.when I read its opening lines: 9."A time comes 10.when silence is betrayal." 11.That time has come for us in relation to Vietnam Marked theme; 11 unmarked theme I come to this magnicficent house of worship tonight 2.because my conscience leaves me no other choice 3.I join you in this meeting 4.because I am in deepest agreement with the aims and work of the organization 5.which (the aims and work of the organization) has brought us together, Clergy and Laymen Concerned About Vietnam 6.The recent statements of your executive committee are the sentiments of my own heart, 7.and I found myself in full accord 8.when I read its opening lines: 9."A time comes 10.when silence is betrayal." 11.That time has come for us in relation to Vietnam 6.Simple themes 5.Multiple themes 1.Topical Theme (I) - Rheme (come… ) 2.Textual Theme+Topical Theme (my…)  Rheme (leaves…) 3.Topical Theme (I) - Rheme (join….) 4.Textual Theme+Topical Theme (I)  Rheme (am ….) 5.Topical Theme (the aims and work of the organization) Rheme (has brought us…) 6.Topical Theme (The recent statements of YOUR executive committee) - Rheme (are…) 7.Textual Theme+Topical Theme (I) - Rheme (found…) III 8.Textual Theme+Topical Theme (I)  Rheme (read….) 9.Topical Theme (A time) - Rheme (comes) 10.Textual Theme+Topical Theme (silence) - Rheme (is betrayal) 11.Topical Theme (That time) - Rheme (has come…) 1.Topical Theme1 (I)… … > Rheme (come….) 2.Textual/Topic (my)…….> Rheme (leaves ME…) 3.Topical Theme1 (I)………> Rheme (join YOU…) 4.Textual/Topic (I)……….> Rheme (am…) Topic1 (1,2,3,4) (I) -> Rheme 1, 2, 3,4 Rheme 4/ Topic (5,6) (YOU)  Rheme (brought US), (…MY.) Rheme Topic (7,8) (I) - Rheme 7,8*** Rheme 8/ Topic (9) (TIME) Topic4(10) (silence) - Rheme 10 Topic 3(11) That time) - Rheme11*** Constant pattern Zig zag pattern multiple rheme pattern ... systemic functional grammar (SFG) to analyze the speech text I determine to raise a research entitled: A Functional Analysis of Martin Luther King‟s Speech “Beyond Vietnam: A Time to Break Silence”. .. patterns developed by basing on Halliday‟s theory on the data of the speech “Beyond Vietnam: A Time to Break Silence” of Martin Luther King Prosody or phonological aspects are beyond the analysis. .. year before he was assassinated Available at: https://en.wikipedia.org/wiki/Beyond _Vietnam: _A_ Time_ to_ Break_ Silence #Background [Accessed 10 August, 2020] The speech “Beyond Vietnam: A Time to