INTRODUCTION
Rationale
Language serves as a powerful tool that unites individuals, making it a frequent topic of discussion Among the various approaches to studying language, Systemic Functional Grammar stands out as a significant field, developed by notable linguists including Halliday (1994), Bloor and Bloor (1995), and Morley (2000) This framework emphasizes the functional aspects of language, highlighting its role in communication and social interaction.
“the study of linguistic forms in relation to the meanings that they express.” compared to semantics which just studies the meaning (Thompson, 1996, p
Functional grammar examines both spoken and written language, focusing on the functions of language rather than merely the rules of correct usage, which distinguishes it from traditional grammar While numerous studies on discourse analysis from a functional grammar perspective have been conducted by researchers such as Montes, Barboza, and Olascoaga (2014) and Rong (2017), most of the data collected primarily pertains to written language, leaving the oral forms of this analysis underexplored.
The study of spoken discourse has gained attention not only from linguists but also from sociologists, anthropologists, and philosophers, highlighting its significance in various research fields (Coulthard, 1985) TED talks exemplify this type of discourse, showcasing talented speakers and attracting millions of viewers worldwide The substantial contributions of TED to global knowledge have inspired numerous academic papers, many of which explore the benefits and applications of TED in English language teaching and learning, as noted by Rubenstein.
Recent studies have explored various linguistic features of TED talks, with notable works by Carlo (2014), who examined online popularization, and Lopes, Trancoso, and Abad (2011), who focused on a nativeness classifier for English However, there is a noticeable lack of research utilizing systemic functional grammar to analyze these linguistic features in TED talks Recognizing this gap, I am inspired to undertake a thesis titled “A Study on Linguistic Features in TED Talks on Education from the Perspective of Functional Grammar.”
Aim and Objectives
This thesis explores the linguistic Experiential, Interpersonal, and Textual features of educational TED talks through the lens of Systemic Functional Grammar (SFG) The findings provide insights into how presenters utilize these linguistic elements to enhance the persuasive nature of their talks.
The findings provide valuable insights for English learners and TED talk enthusiasts, offering an additional resource for improving language skills through the linguistic techniques employed by prominent speakers.
To identify and analyze the experiential features utilized in TToE from the perspective of SFG
To identify and analyze the interpersonal features employed in TToE from the perspective of SFG
To identify and analyze the textual features used in TToE from the perspective of SFG.
Research Questions
These three questions will be resolved when the thesis is accomplished:
1 How are experiential meanings realized in TToE?
2 How are interpersonal meanings realized in TToE?
3 How are textual meanings realized in TToE?
Scope of the Study
Although I am aware of the different approaches in identifying the linguistic features of discourse, I limited my study in the perspective of three metafunctions Furthermore, only 20 educational TED talks are selected for the investigation since the thesis cannot be carried out in a large-scale investigation of all TED talks.
Significance of the Study
Completing this thesis provides valuable advantages both theoretically and practically Theoretically, it lays the groundwork for future research on the three metafunctions within the framework of Systemic Functional Grammar (SFG) Practically, it serves as a valuable resource for TED talk enthusiasts and English learners seeking to enhance their language skills through TED talks.
Design of the Study
The study is structured as follows:
Chapter 1, Introduction, introduces the rationale, aims, research questions, scope, methods and design of the study
Chapter 2, Literature Review, provides the related theory about the presentation skills in teaching and learning activities
Chapter 3, Methodology, focuses on the research methods, the procedures of the study, the research design, data collection and data analysis
Chapter 4, Findings and Discussion, devotes to unveiling the results from data analysis and discussing the results
Chapter 5, the Conclusion and Implications, summarizes the key findings of the investigation and addresses the posed research questions It also provides practical pedagogical recommendations for learners and outlines suggestions for future research directions.
LITERATURE REVIEW
Discourse and Discourse Analysis
The term 'discourse' is a central concept in language discussions, yet it lacks a unified definition among linguists This broad term extends beyond linguistics to encompass fields such as sociology and philosophy, focusing on how language is used in both written and spoken forms among individuals.
Discourse is defined by Brown and Yule (1983) as "language in use," while Cook (1989) describes it as a meaningful and unified stretch of language Additionally, Crystal (1992) emphasizes that discourse encompasses continuous segments of language, particularly spoken, that form coherent units such as sermons, arguments, jokes, or narratives (cited in Nunan, 1993).
Discourse is a complex concept that goes beyond individual sentences, incorporating elements such as context, cohesion, coherence, and rhetorical structure In this study, we define discourse as a higher-level unit of communication that is primarily expressed in spoken form.
Discourse analysis examines the connection between language and its contextual usage, evolving significantly since the 1960s and 1970s through contributions from linguistics, semiotics, psychology, anthropology, and sociology.
Discourse analysis encompasses two main approaches: the formal and the functional The formal approach, as noted by Schiffrin (1994), focuses on language use beyond the sentence level, examining larger structures such as morphemes, clauses, and sentences to describe their internal relationships and formal correctness In contrast, the functional approach prioritizes the analysis of language in use, emphasizing practical applications over intra-sentential relations.
Discourse analysis explores various facets of language usage, encompassing both written and spoken data from multiple linguistic perspectives According to Coulthard (1985), the in-depth examination of spoken discourse is in its early stages, with much of the research being conducted by sociologists, anthropologists, and philosophers rather than linguists.
Discourse analysis, as defined by Brown and Yule (1983), involves examining language in its practical application This field of study focuses on understanding the purposes and functions of language in communication.
Discourse Analysis examines how language is used in relation to social and psychological influences on communication It focuses on how speakers create linguistic messages and how listeners interpret them While there are various concepts within discourse analysis, this study specifically analyzes the usage of language.
Systemic Functional Grammar
Adopting the huge contribution of Firth in his system-structure theory, Halliday continued to evolve an accomplished language system called Systemic Functional Grammar (SFG) in the early 1960s
Since the definition of Functional grammar varies among researchers, it is vital to clarify what the term is Functional grammar is defined by Halliday
In 1994, it was emphasized that the conceptual framework is functional rather than formal, aiming to elucidate language utilization This framework is functional in three key aspects: it interprets texts, analyzes the linguistic system, and examines the elements of linguistic structures.
Martin, Matthiessen, and Painter (1997) define that “Functional grammar is a way of looking at grammar in terms of how grammar is used.”
Traditional grammar focuses on correcting grammatical errors, while functional grammar provides insights into the reasons behind a text's structure According to Feng (2013), functional grammar, rooted in systemic linguistics, emphasizes the operation of spoken and written language in various social contexts It is instrumental in illustrating how texts function beyond individual sentences, highlighting the structure of different texts and the adaptability of language to meet users' purposes This approach is descriptive and centers on groups of words that work together to convey meaning.
Halliday's Systemic Functional Grammar (SFG) identifies three key metafunctions of language: the ideational function, which conveys ideas and experiences; the interpersonal function, which establishes social interactions and relationships; and the textual function, which organizes language into coherent discourse Thompson (1996, p 28) provides an informal summary of these functions within Halliday's framework.
• We use language to talk about our experience of the world, including the worlds in our own minds, to describe events and states and the entities involved in them
Language serves as a vital tool for interpersonal interaction, enabling us to establish and maintain relationships, influence others' behaviors, express our perspectives, and shape the viewpoints of those around us.
In our communication, we structure our messages to reflect their relationship with surrounding messages and the broader context of our conversation or writing.
Experiential function uses language to talk about the world, interpersonal function uses language to interact with other people, textual function organizes language to fit in its context
The ideational metafunction encompasses two modes: experiential and logical, with this study concentrating on experiential meaning As noted by Martin et al (1997), the Transitivity system is integral to the experiential metafunction within clauses, enabling individuals to conceptualize their experiences Halliday (1994) describes experiential meaning in the transitivity system as a means of "construing a model of experience," which includes three key components: processes, participants, and associated circumstances The primary focus is on process types, which are categorized into six subtypes: material, mental, and relational processes are the most prominent, while behavioral, verbal, and existential processes also play significant roles.
The material process refers to actions and occurrences where an entity performs an action on another entity, as described by Halliday (1994) This process includes several key components: the Actor, who is the doer of the action; the Goal, which is the entity affected by the action; the Range, which defines the scope of the happening; and the Beneficiary, who gains from the process.
The lion caught the tourist
Jack and Jill went up the hill
In addition to the Actor initiating the process and the Goal being influenced by the action, circumstances provide essential supplementary information about the process These circumstances encompass various aspects such as place, time, manner, cause, accompaniment, matter, and role, enriching the overall understanding of the action.
Range defines the scope of a process, indicating either the domain in which the process occurs or the process itself, as noted by Halliday (1994) In material processes, Range can refer to an independent entity that signifies the area of influence of the process, whether described in general or specific terms.
The dormouse crossed the court
A beneficiary is defined as the individual or entity for whom a process occurs In the context of material processes, the beneficiary can be categorized as either a recipient or a client The recipient refers to the person or entity receiving goods, while the client is the one for whom services are provided (Halliday, 1994, p.132)
I Gave my love a ring that has no end Actor Process: material Beneficiary: Recipient Goal
Language is a powerful tool for expressing daily activities as well as human thoughts and emotions It encompasses mental process clauses that describe inner experiences related to perception, cognition, and feelings of liking or disliking, known as affect (Butt et al., 2000) In this context, there are two key participants: the Senser, which refers to the conscious being experiencing these feelings or thoughts, and the Phenomenon, which is the object of these sensations (Halliday, 1994) An example can clearly illustrate the roles of the Senser and Phenomenon in conveying mental processes.
Senser Process: mental: cognition Phenomenon
Mental process clauses are expressed through verbs such as know, like, hate, feel, want, and wish According to Halliday and Matthiessen (2004), these verbs are categorized into four groups: perceptive verbs (e.g., seeing, hearing, feeling), cognitive verbs (e.g., thinking, believing, remembering), desiderative verbs (e.g., wanting, wishing, planning), and emotive verbs (e.g., liking, loving, fearing) This classification highlights the diverse ways in which mental processes are articulated in language.
Relational process clauses “serve to characterize and to identify” (Halliday, 2004) According to Butt et al (2000, p 51), Relational processes
The relational processes of being and having between two participants are primarily conveyed through the verb "be." These processes can be categorized into various types, including intensive, circumstantial, and possessive Each type is expressed in two modes: attributive and identifying In the attributive mode, an attribute is assigned to a carrier entity, while the identifying mode uses one entity to identify another The concepts of Token and Value are intertwined with Identified and Identifier, allowing for a flexible interchange between these roles (Halliday, 1994).
The cuckoo is a bonny bird
Carrier Process: relational: attributive Attribute
King Louis was the King of France
Identified/Token Process: relational: identifying Identifier/Value
The behavioral process encompasses a range of physiological and psychological activities, including breathing, dreaming, smiling, coughing, laughing, and observing This process involves a single participant known as the Behaver.
Verbal processes encompass various forms of communication, such as asking, commanding, offering, stating, showing, and indicating In these processes, the Beneficiary is the individual being addressed, while the Sayer is the one delivering the verbalization, and the Receiver is the intended audience Additionally, Expressing and Indicating serve as modes within verbal processes, with Verbiage and Target acting as further participants.
I ‘m always praising you to my friend
Sayer Process: verbal Target Recipient
Previous Studies
There is no room for doubt that countless linguists use Systemic Functional Grammar to analyze linguistic features of different genres
In her thesis, To (2015) utilizes Systemic Functional Grammar (SFG) as a methodological framework to analyze the linguistic complexity in English textbooks for teaching English as a foreign language, particularly in the Vietnamese context The study finds that language complexity increases at higher levels, with minimal differences in linguistic features between science-related and non-science texts within the same book Similarly, Symons (2015) employs functional grammar to examine a fourth-grade teacher's implementation of a curriculum aimed at enhancing English learners' comprehension The findings suggest that functional grammar provides a valuable metalanguage for teachers to discuss essential ideas within texts Additionally, Ton (2005) explores experiential, interpersonal, and textual meanings in travel advertisements in both English and Vietnamese, revealing that the primary goal of these advertisements is to convey information about tourist activities and events.
Schleppegrell (2004) explores the language of schooling through the lens of functional grammar, providing a detailed analysis of grammar and discourse features relevant to advanced literacy contexts The book addresses the linguistic challenges faced by second language learners and speakers of nonstandard dialects, emphasizing the need for equitable access to advanced literacy development It also highlights the importance of language in teaching across all subjects, particularly in fostering critical literacy Grounded in sociolinguistics, applied linguistics, and discourse analysis, this work serves as a valuable resource for educators and researchers aiming to enhance language development strategies and promote collaboration between linguists and educators In a related study, Nguyen (2016) examines the Theme-Rheme structure in English and Vietnamese news texts, revealing similarities in language use across the same genre while also identifying cultural divergences in expression.
Fincham (2001) highlights the application of Systemic Functional Grammar in undergraduate modules for analyzing and creating media texts, emphasizing the enjoyment and benefits students experience when constructing their own texts, despite the challenge of providing detailed linguistic analysis within time constraints Fearn and Farnan (2007) identify a positive correlation between functional grammar instruction and writing performance, underscoring the importance of grammar tailored for writing purposes Feng (2013) discusses key issues related to functional grammar, including its foundational concepts and the differences from traditional grammar, while offering insights for educators to better understand its significance in teaching contexts Xu and Zhang (2015) emphasize the vital role of functional grammar in enhancing reading skills among college students, providing effective strategies for both beginner and advanced English learners.
Numerous studies have explored the structure and rhetorical features of TED Talks, utilizing various analytical approaches Ratanakul (2017) employs genre analysis and Hoey’s framework to examine the move structures in 50 TED Talks, revealing that certain rhetorical move features are used across multiple stages, which can enhance oral presentation materials and classroom practices Similarly, Chang and Huang (2015) investigate the rhetorical structure of TED Talks to determine their potential for improving English language instruction, identifying seven move types and establishing a genre prototype Their findings also highlight how the format, objectives, and conventions of TED conferences influence the talks' rhetorical structure Additionally, Uicheng and Crabtree (2018) analyze macro discourse markers across six TED Talk genres, finding that markers related to the word "idea" are particularly significant, indicating their importance in the overall effectiveness of TED Talks.
Drasovean and Tagg (2015) explored the role of evaluative language in fostering solidarity on TED.com, utilizing the Appraisal and Systemic Functional Grammar frameworks Their findings indicate that online participants employ evaluative language to align with specific ideas, thereby enhancing sociability and building connections.
Numerous studies have explored the linguistic features of TED Talks through various approaches, including pragmatics, systemic functional grammar, appraisal frameworks, and rhetorical devices However, there remains a gap in research specifically focusing on the three metafunctions of systemic functional grammar that TED speakers tend to utilize This study aims to fill that gap by analyzing and uncovering the typical linguistic features present in TED Talks under the Systemic Functional Grammar framework.
This chapter provides a comprehensive review of key studies and concepts related to discourse, discourse analysis, and TED Talks It presents various definitions of discourse and discourse analysis, while also exploring Systemic Functional Grammar, which includes the experiential meaning conveyed through six process types in the transitivity system, as well as interpersonal and textual meanings Additionally, the chapter offers an overview of previous research connecting functional grammar with TED Talks, enriching the understanding of these topics for readers.
METHODOLOGY
Research Methods
To analyze the thesis, both qualitative and quantitative methods were utilized to effectively process and describe the data characteristics Specifically, the qualitative approach focused on three types of meaning: experiential, interpersonal, and textual, within the framework of TToE The frequency of these three metafunctions was qualitatively examined and compared, providing a comprehensive overview of the data.
Data Collection and Description
TED, which stands for Technology, Entertainment, and Design, is a nonprofit organization dedicated to sharing innovative ideas through short, inspirational talks Founded in 1984 by Richard Saul Wurman, TED's core mission is to spread knowledge and foster creativity across various fields.
TED is a global community that brings together renowned speakers, including experts, celebrities, and academics, to share compelling knowledge across various disciplines and cultures The platform is notable for offering free access to its talks, which have been translated into over 100 languages by dedicated volunteers Covering a wide range of topics such as technology, business, science, education, entertainment, politics, and global issues, TED has garnered an impressive annual viewership of nearly one billion Additionally, events like TEDx continue to promote the same values and mission.
The TEDx initiative was launched in 2009 to empower local organizers to host events similar to TED, resulting in over 8,000 events and 60,000 TEDx talks worldwide Additionally, the TED-Ed program was created to provide free educational videos for teachers and students, enhancing the learning experience.
To conduct this research, a total of twenty TED talks focused on education were gathered Each selected speech was delivered by a single speaker in English, lasting no more than 15 minutes and containing between 2000 to 4000 words The analysis excluded elements such as applause, body language, laughter, and other effects, focusing solely on clauses as the unit of analysis while omitting all embedded clauses.
Data Analysis
After collecting the data, the analysis of data was conducted basing on the guide of the research questions in terms of three metafunctions as follows:
The study focused on six types of processes—material, mental, behavioral, verbal, relational, and existential—analyzing their frequency and presenting the findings through charts Additionally, examples were provided to enhance the analysis and support the qualitative research.
The article highlights the writer's emphasis on interpersonal meaning through the analysis of mood and modality It presents statistical data in the form of charts and tables to illustrate the occurrence of these elements This quantitative evidence supports a qualitative discussion and explanation of the interpersonal meanings identified in the text.
This article examines three primary types of themes: Topical Theme, Interpersonal Theme, and Textual Theme It analyzes and synthesizes their meanings, followed by a presentation of their distribution through illustrative examples and charts.
Research Procedures
The author curated twenty educational TED Talks by listening to various presentations on education Subsequently, the full transcripts of these selected talks were downloaded for analysis from the TED website.
The writer categorized the clauses from Talk 1 to Talk 20 as T1 to T20, while labeling the individual clauses as C1 to Cn Subsequently, the author analyzed each clause to identify the components of experiential meaning, interpersonal meaning, and textual meaning.
Finally, the researcher analyzed the data collected by making statistics and demonstrating with charts to discuss the linguistic features of each type.
Reliability and Validity of the Study
The study prioritized validity and reliability throughout the data selection and analysis phases To ensure these qualities, a variety of approaches were employed, including sourcing information exclusively from esteemed linguists The data utilized in the study were TED Talks, recognized globally for their credibility Ultimately, the findings were derived from a comprehensive analysis process, supported by evidence and statistics presented through charts and tables.
Chapter 3 outlines the research methodology, detailing the data-gathering instruments, procedures, and methods employed for data collection and processing Next, Chapter 4 presents the findings and discussions derived from the study.
FINDINGS AND DISCUSSION
Experiential meaning in TED talks on education
Experiential meaning in language is conveyed through the transitivity system, which includes three key elements: the process, the participants, and the associated circumstances There are six distinct types of processes: material, relational, mental, existential, behavioral, and verbal An analysis of 20 educational TED talks revealed significant findings, with a total of 1,621 clauses collected, of which 1,447 were analyzed, excluding 147 embedded clauses The frequency of the six process types within these 1,447 clauses is illustrated in Figure 4.1.
Figure 4.1 The frequency of process types in TToE
The data reveals that relational processes dominate in TED talks on education, occurring 685 times (47.3%), followed by material processes at 480 times (33.2%) Mental processes account for 12.1%, while verbal and existential processes are much less frequent, at 3.9% and 3.5% respectively, with no behavioral processes identified This preference for relational processes indicates that presenters prioritize clarity in explaining complex concepts and technical terms to their audience The following sections will provide detailed illustrations and examples of each process type used in TED talks on education.
Material Relational Mental Behavioural Verbal Existential
The material process involves actions and occurrences, characterized by three key participants: the Actor, the Goal, and the Beneficiary The Actor performs the action, as seen in the example "She (Actor) was coming (Process: Material)." The Goal is the entity affected by the action, illustrated by "She (Actor) catches (Process: Material) the bus (Goal) in the morning (Circumstance)." The Beneficiary benefits from the action, as in "He (Actor) gave (Process: Material) her (Beneficiary) a book (Goal)." Despite representing 33.2% of the investigated processes, the material process remains a powerful means of conveying speakers' experiences of the world The following examples will further clarify the roles of Actor and Goal within this process.
[T5.C19] And sometimes we make real plans
And sometimes we make real plans
As can be seen from clause 19 of talk 5, the speaker uses the verb
In our journey of creativity, we begin with doodles and sketches, transforming ideas into tangible plans Sometimes, we dive right into building without a blueprint By using the plural first-person pronoun "we," I share my personal experiences, inviting listeners to connect with the stories of our collaborative adventures with children.
[T2 C79] But if no one invested in your idea
But if no one invested in your idea
In Talk 2, the presenter emphasizes personal accountability by stating, "But if no one invested in your idea, if no one bought your product, for sure, there is something there that is your fault." This statement suggests that the speaker is making assumptions about the individual's ideas and capabilities The use of action verbs like "invest" and "buy" creates a vivid image of a marketplace where ideas serve as products and the audience represents the sellers By employing the material process with the third-person pronoun "no one," the speaker effectively shares real-life observations, transforming the listeners into characters within the narrative.
Besides Actor, Goal, material process also has the participation of Circumstance so as to add more information for the listeners These following examples will illustrate that
[T2.C7-8] The tech guy built a mobile app and sold it very fast for a lot of money
The tech guy built a mobile app and sold It very fast for a lot of money
Clause 7 and clause 8 of talk 2 illustrate that the phrase “very fast for a lot of money” describes both the manner and purpose of the action “built” by the actor “the tech guy.” This description provides crucial insights into how the mobile app was developed and sold Additionally, the absence of the Actor in clause 8 highlights a striking point, as omitting it reduces redundancy and enhances the fluidity of the sentence.
Similarly, clause 33 of talk 14 also employs circumstance of manner
“for meaning”, which indicates the purpose of speech in utilizing mood and intonation
[T14.C33] And because speech also uses mood and intonation for meaning
And because speech also uses mood and intonation for meaning
Actor Pro: Material Goal Circumstance
In the examples provided, the actor serves as the subject of the clause, with common verbs in material processes including teach, build, work, make, create, use, give, go, do, and write Typically, the goal follows these verbs, while the beneficiary may also be present in certain instances These patterns will be demonstrated through subsequent examples.
[T4.C18] We teach our children the talk about biology, and mechanics, about pregnancy and safe sex
We teach our children the talk about biology, and mechanics, about pregnancy and safe sex
[T10.C4] I’m not going to give her a soldering iron
I ’m not going to give her a soldering iron
Actor Pro: Material Beneficiary Goal
In both talk 4 and talk 10, it is evident that the primary beneficiaries of the actions discussed are “our children” and “her.” Specifically, in clause 18 of talk 4, “our children” benefit from the teaching efforts of the actor “we.” Similarly, in clause 4 of talk 10, “her” receives advantages from the actions of the actor “I.”
As can be seen from the chart, relational process accounts for the highest proportion in total with 47.3% While material process construes the world of
The relational process, characterized by its dynamic nature, contrasts with the static world, highlighting the preference of speakers to utilize definitions or concepts for clarity in their communication There are three primary types of relational processes: intensive, possessive, and circumstantial, each of which can be expressed in two modes: attributive and identifying.
In the intensive process, there are intensive attribution and intensive identification Some clauses of intensive attribution are presented with verb like “be, get, stay, become, seem”
English is rapidly emerging as the world's universal language, permeating various domains such as the internet, finance, air traffic control, popular music, and diplomacy Its widespread use underscores its significance in global communication.
Talk 1 highlights the frequent use of the verb "is," which underscores the essential role of the English language across various fields The speaker emphasizes that "it's the language of the internet, finance, air traffic control, popular music, and diplomacy," illustrating its pervasive presence This repetition not only reinforces the significance of learning English but also inspires listeners, enhancing their motivation and belief in their ability to master the language.
Before language, our primary means of understanding the world is through sensation As children, we learn to distinguish ourselves through touch, exploring our environment with our mouths, hands, and skin Sensation serves as our first experience of love and forms the foundation of human connection.
In Talk 4, the presenter advocates for the use of "is" to clarify concepts and express the author's perspective on grammar, a structure that recurs throughout various discussions This approach effectively allows the speaker to emphasize key points and share factual information with the audience For instance, he highlights the collaborative projects with his students, noting, "And the kids soon learn that all projects go awry and become at ease with the idea that every step in a project is a step closer to sweet success, or gleeful calamity." This relational process not only engages the audience but also encourages students to embrace the learning journey.
Relational process is also realized through other verbs showing states like: get, stay, become, seem, etc
[T1 C15-16] All those things have in common the consonants sitting in the middle like pillars They stay still, and the vowels dance around the consonants
[T7 C15-16] Don't have sex; you will get pregnant and die
While teaching at a middle school, I observed that many students initially showed boredom while building robots from a standard technology kit However, when a few began to decorate their robots with paper, their enthusiasm grew, encouraging others to engage more deeply with the project This experience inspired me to seek out more creative methods to introduce technology to students, fostering their interest and involvement.
The relational process serves as an effective means to articulate the condition of individuals or objects For instance, examples from Talk 6 and Talk 7 illustrate the emotional or physical states of humans Additionally, the term "stay" can also be applied to describe the status of inanimate things, as demonstrated in Talk 1.
“Seem” and “become” are usually accompanied with the adjectives belonging to the emotions or feelings as in Talk 12
Interpersonal meaning in TED talks on education
This part will present the results of the elements expressing interpersonal meaning in TToE, which encompasses mood and modality
4.2.1 Mood system in TED talks on education
Subject and Finite are two major parts constructing mood system, which is considered as an integral element to realize interpersonal meaning in text
In chapter 2, four main types of Mood are identified: Declarative, Interrogative, Imperative, and Exclamative However, the analysis of educational TED talks reveals only three of these types, excluding Exclamative This omission suggests that speakers in the surveyed data tend to avoid using Exclamative Mood in their presentations The following figure clearly illustrates the distribution of Mood types in these TED talks.
Figure 4.3 Mood types in TToE
The analysis in Figure 4.3 demonstrates a notable disparity in the types of Mood used in TToE, with the Declarative Mood dominating at 93.1% In contrast, the Interrogative and Imperative Moods account for only 3.7% and 3.2% respectively.
The findings reveal that the Declarative Mood is the predominant mood used by speakers to convey important information to their audiences This is evident in the consistent structure of the Declarative Mood, which follows a Subject – Finite pattern.
The Mood type in TToE is notably prevalent, occurring up to 1,356 times, making it the most popular among various moods To illustrate its frequency, several examples from TToE will be analyzed.
[T14-C10] Different languages have different patterns
Different languages have different patterns
[T17-C58] Critical thinking can give us the tools to sift through a sea of information and find what we're looking for
Critical thinking can give us the tools to sift through a sea of information and find what we're looking for
Speakers effectively convey valuable and current information about language and the necessity of critical thinking skills through the use of declarative statements An additional illustration of this declarative mood can be observed in TToE.
In English, the typical sentence structure follows a subject-verb-object order, whereas languages like Japanese adopt a subject-object-verb format Although researchers have sought to uncover universal patterns across languages, only a few fundamental characteristics, such as the presence of nouns and verbs, have been identified as common linguistic features.
In the examples provided, speakers primarily serve to convey information and deliver messages to the audience, while listeners are tasked with receiving and processing this information from the presenters.
In addition to the complete declaratives highlighted in the three examples, there are instances where speakers prefer elliptical declaratives in TToE These elliptical declaratives lack a subject in the clause, as demonstrated in the following examples.
[T2.C82] You need to get your dreams and (^you) make them happen
[T16.C49] But eventually, she was able to go to community college, (she^) get her associate's, then (she^) go to an elite college to finish her bachelor's
While interrogative clauses may not be as widely recognized as declarative clauses, they play a significant role in conveying interpersonal meaning during conversations For instance, in Talk 1, the speaker engages the audience by posing questions related to language learning, fostering interaction and discussion.
[T1.C64] What worldview is shaped through the English language that unites them?
[T1.C146] Or, have you ever learned any Cambodian?
Asking questions is an effective strategy used in Talk 17 to engage the audience's curiosity and imagination, significantly contributing to the success of an inspiring educational presentation.
Improving critical thinking skills involves the strategic use of questions to engage the audience and provoke thought By employing interrogative clauses, the speaker effectively guides listeners to explore various possibilities related to the topic Initiating the talk with questions fosters a friendly atmosphere, bridging the gap between the speaker and the audience while capturing their attention Throughout the presentation, the speaker continues to use questions to illustrate examples, enabling listeners to apply these critical thinking techniques in similar situations they may face.
[T17.C4-C6] For example, which politician should I vote for? Should I try the latest diet craze? Or will email make me a millionaire?
When evaluating a situation, it is essential to identify the underlying concepts and assumptions at play For instance, if you receive an email promising you millions, reflect on what influences your perspective on this offer Assess whether your interpretation of the information is logically sound and consider the factors shaping your response to ensure a well-informed decision.
Imperative clauses play a vital role in communication, as they encourage the audience to follow the speaker's instructions or advice There are two main types of imperative clauses: those that command and those that invite collective action The term "let's" is commonly used in speech, fostering a sense of involvement and interaction By incorporating "let's," speakers effectively bridge the gap between themselves and their audience, creating a more engaging and connected experience.
[T4.C113] Let's teach our children to stay open and curious about their experiences, like a traveler in a foreign land
[T15.C65-C66] Let's stop equating experience with ability, credentials with competence Let's stop settling for the safe, familiar choice and leave the door open for someone who could be amazing
In the provided examples, the speaker's role is to offer guidance, encouraging listeners to engage with their experiences, such as teaching children to remain open and curious in Talk 4, and advising against equating experience with ability and credentials with competence in Talk 15 Meanwhile, the listeners are tasked with absorbing the information shared by the speaker.
In addition to the imperative forms using the "let" structure, the data also features various imperative clauses designed to encourage, inspire, and motivate audiences, initiated by verbs such as "believe" and "imagine."
[T1.C145] Imagine being able to do that for years and years at a time
[T2.C5] One: Believe in overnight success….[C26] Two: Believe someone else has the answers for you….[C66] Believe the fault in someone else's… [C86] Be responsible for your dreams
4.2.2 Modality system in TED talks on education
Textual meaning in TED talks on education
Textual meaning is determined by thematic structure, where a clause consists of a Theme followed by a Rheme The Theme serves as the starting point of a message, while the Rheme contains the remaining information This section will analyze three types of Themes: topical, interpersonal, and textual Within the topical theme, there are two sub-types: marked and unmarked The frequency of these theme types will be presented in Table 4.4.
Table 4.3 Occurrence of Theme types in TToE
Table 4.3 reveals that over 90 percent of unmarked topical themes dominate presentations, significantly outpacing marked themes by a factor of more than nine This high prevalence of unmarked topical themes allows presenters to convey information in a clear and straightforward manner, enhancing listener comprehension The following examples will illustrate this point further.
[T1.C127] Learning how to speak with different word order is like driving on the different side of a street
Learning how to speak with different word order is like driving on the different side of a street
In Talk 1, the presenter effectively uses vivid comparative examples to illustrate the process of learning a language, likening it to driving on the street This approach employs an unmarked topical theme, which enhances audience engagement Similarly, other talks, such as [T5.C5], demonstrate the successful use of unmarked topical themes, with statements like, "We're not trying to teach anybody any specific thing," further showcasing this effective communication strategy.
We 're not trying to teach anybody any specific thing
[T6.C14] We grow sleepy due to signals from our body telling our brain we are tired, and signals from the environment telling us it's dark outside
We grow sleepy due to signals from our body telling our brain we are tired, and signals from the environment telling us it's dark outside
In TToE, marked topical themes are utilized alongside unmarked ones, typically expressed through adverbial groups or prepositional phrases rather than nominal groups.
[T6.C17] In the United States, it's estimated that 30% of adults and 66% of adolescents are regularly sleep-deprived
In the United States it's estimated that 30% of adults and 66% of adolescents are regularly sleep-deprived
[T12.C21] With the money made from the viral video, we were able to let students in our classroom all make their own game in a box
With the money made from the viral video we were able to let students in our classroom all make their own game in a box
[T15.C23] In search for answers, I've consulted with leaders across many sectors, read dozens of reports and research papers and conducted some of my own talent experiments
In search for answers I've consulted with leaders across many sectors, read dozens of reports and research papers and conducted some of my own talent experiments.
In both Talk 6 and Talk 9, the speakers prioritize the significance of location and timing in their messages, prominently featuring phrases like "In the United States" at the beginning of their statements Additionally, they incorporate phrases that indicate the manner or cause of their actions to enhance clarity and context, particularly evident in clause 21 of Talk 9.
12, speaker appreciates the means to assist students to create their own game products when they study engineering and programming by using the phrase
The presenter underscores the necessity of engaging with leaders and examining research, stating, "In search for answers," as a key element in clause 23 of talk 15, highlighting the motivation behind the discussions prompted by the revenue generated from the viral video.
The Interpersonal theme, though comprising only 3.5% of the text, is crucial for conveying the relationships between participants It enables the writer or speaker to express their attitudes, beliefs, and feelings about the world Key elements that facilitate the realization of interpersonal themes include modal or comment adjuncts, vocatives, and finite verbal operators in yes/no interrogatives (Halliday & Matthiessen, 2004, p.79) An example of an interpersonal theme can be observed in the text TToE.
[T17.C5] Should I try the latest diet craze?
Should I try the latest diet craze?
“Should” in clause 5 of talk 17 is utilized to show the interaction between speaker and listeners
Textual themes serve as essential tools that link clauses to their context within a text, representing 35.7% of all clauses in TToE They are typically identified through signals such as continuatives, conjunctions, and conjunctive adjuncts (Halliday & Matthiessen, 2004, p.79) The variation in textual themes depends on the author's intent in conveying their message To enhance readers' understanding of textual themes, illustrative examples will be provided.
[T4.C21] But we can do better than that
But we can do better than that
[T4.C37] And you can't isolate just the difficult feelings,
And you can't isolate just the difficult feelings,
[T9.C45] However, these benefits to humanity may have come at a high personal cost
However, these benefits to humanity may have come at a high personal cost
[T1.C168] therefore you can do it more and better therefore you can do it more and better
Speakers often utilize connecting words such as "and," "so," "but," "therefore," and "however" to link clauses, enhancing the smoothness, coherence, and conciseness of their speech Among these connectors, "and" is the most frequently used word in TToE, playing a crucial role in maintaining the flow of conversation.
In certain instances, a blend of various themes, referred to as multiple themes, emerges in discussions This combination illustrates that speakers in talks 16, 17, and 18 utilize flexible thematic structures, enhancing the overall engagement of their presentations The subsequent examples will further demonstrate this concept.
[T18.C51] then perhaps cymatics had an influence on the formation of the universe itself then perhaps cymatics had an influence on the formation of the universe itself
Rheme [T17.C56] and it certainly won't eradicate difficult decisions from our lives and it certainly won't eradicate difficult decisions from our lives
[T16.C29] But sometimes grit isn't enough, especially in education
But sometimes grit isn't enough, especially in education
In conclusion, the prevalence of unmarked Topical Themes indicates that most clauses in TToE follow standard sentence order, enhancing coherence and cohesion in discussions This structure aids listeners in comprehending the material more effectively Furthermore, the limited use of Interpersonal Themes suggests minimal interaction between presenters and listeners, highlighting that the primary objective of each presenter is to convey information about their respective topics.
This chapter reveals significant findings related to the three metafunctions: experiential meaning, interpersonal meaning, and textual meaning The author effectively addresses the three key questions regarding the realization of these meanings in TToE, specifically: (1) How are experiential meanings expressed? (2) How are interpersonal meanings conveyed? (3) How are textual meanings articulated? Additionally, the chapter provides detailed examples and a thorough analysis of the surveyed items, enhancing the persuasiveness of the conclusions drawn.