INTRODUCTION
Rationale of the study
Language serves as a powerful tool for communication, enabling us to express meanings and fulfill various functions in different contexts of life English has emerged as a global language, widely recognized as a second language in many countries Systemic Functional Grammar is gaining traction among researchers and linguists, highlighting the significance of syntax in defining the rules and structures that govern sentence formation Grammar plays a crucial role in understanding the sounds and meanings of words, as well as their arrangement into coherent sentences Linguistic elements are explored from multiple functional perspectives simultaneously, as each unit can serve various functions at any given time.
Language serves as the primary tool for human communication, enabling us to convey our feelings and attitudes about various aspects of life, including literature, social issues, and politics As noted by Habermas (1992), communication is a complex and dynamic phenomenon that allows individuals to express their physical, emotional, and psychological needs while also sharing this information with others This exchange enriches both our lives and the lives of those around us.
Understanding a speaker's meaning requires more than just language; it necessitates the integration of context and function This process is essential for both listeners and readers to accurately interpret messages Systemic Functional Grammar (SFG) facilitates this understanding by illustrating the relationship between context and text In functional linguistics, it is recognized that language conveys three interconnected types of meaning—textual, interpersonal, and ideational—each shaped by the context of situation, including mode, tenor, and field (Halliday, 1978, p.123).
Functional Grammar has garnered significant interest from both linguists and learners due to its in-depth analysis of the nature and functions of language through various methods Numerous studies have been conducted based on Functional Grammar, highlighting the social functions of language as emphasized by Halliday Additionally, the research contributions of Schegloff, Jefferson, and Sacks are crucial for understanding conversation dynamics, turn-taking, and other facets of spoken interactions.
Language serves various functions across different contexts, such as stories, news, speeches, poems, movies, and songs Speech, in particular, is a vital aspect of language that involves the production of signals through human exhalation, phonation, articulation, and resonance, communicated acoustically and auditorily (Milloy, 2013).
The author selects speech as the focus of her research due to its crucial role in everyday communication Language serves as a vital instrument for political communities, fostering group identity and reinforcing the significance of voter participation According to Van Dijk (1997), every political speech reflects the speaker's intentions and serves a specific purpose.
The speech effectively utilized powerful language and emotional storytelling, enhanced by various semiotic elements such as facial expressions, gestures, intonation, and strategic pauses Its ability to captivate the audience and generate significant attention warrants a deeper examination of its impactful delivery.
The writer selects Martin Luther King's speech due to its status as his most renowned and impactful address among his seventeen speeches This speech has significantly influenced not only the United States but also Vietnam, the writer's homeland.
In his powerful speech, "Beyond Vietnam: A Time to Break Silence," Martin Luther King Jr condemned America's involvement in the Vietnam War, highlighting the moral implications of such actions He also voiced his criticism of the American opposition to North Vietnam's land reforms, calling for a deeper understanding of the complexities surrounding the conflict.
Martin Luther King Jr was a prominent social activist and Baptist minister who significantly influenced the American civil rights movement from the mid-1950s until his assassination in 1968 Renowned for his powerful and persuasive speeches, King captivated millions with his eloquence and ability to inspire change.
“And if we will only make the right choice, we will be able to transform this pending cosmic elegy into a creative psalm of peace
If we will make the right choice, we will be able to transform the jangling discords of our world into a beautiful symphony of brotherhood…”
Martin Luther King Jr is renowned for his pivotal role in advancing civil rights through nonviolent civil disobedience rooted in his Christian beliefs Throughout his activism, he received numerous prestigious awards, including the Nobel Peace Prize for his efforts to combat racial inequality Additionally, he was honored with the Spingarn Medal from the National Association for the Advancement of Colored People (NAACP) Before his tragic assassination, King delivered eleven impactful speeches that inspired a generation.
[online] Available at: https://en.wikipedia.org/wiki/Beyond_Vietnam:_A_Time_to_Break_S ilence#Background [Accessed 8 October 2019]
This thesis employs systemic functional grammar (SFG) to analyze Martin Luther King Jr.'s speech, "Beyond Vietnam: A Time to Break Silence." The research aims to conduct a functional analysis of the speech, highlighting its linguistic features and underlying meanings.
Aims of the study
This study aims to identify the purposes or functions of Martin Luther King‟s speech through their topic, content, and the attitudes realized by linguistic features or lexico-grammatical realizations.
Objectives of the study
To achieve the aims above, the study will focus on objectives as follows:
(1) to identify the tenor of speeches (the attitudes) through the uses of Mood structures and modality to express interpersonal function/meaning realized by their linguistic features;
(2) to identify the field of speeches (their content) through the uses of processes to express experiential/ideational function/meaning realized by their linguistic features;
(3) to identify the mode of speeches (their topics) through the uses of thematic structures to express textual function/meaning realized by their linguistic features;
(4) to identify the communicative effectiveness of speeches through the uses of thematic- progression patterns.
Research questions
In order to achieve the aims and objectives mentioned in this paper, I try to find the answers to the following questions:
(1) What mood structures and modality and their lexico-grammatical realizations are used to express the tenor or King‟s attitudes in speech?
(2) What transitivity structures and their lexico-grammatical realizations are used to express the field of the Martin Luther King‟s speech?
(3) What thematic structures and their lexico-grammatical realizations are are used to express the mode of Martin Luther King‟s speech?
(4) What types of thematic progression patterns are used to make Martin Luther King‟s speech effective?
Scope of the study
This study focuses on a functional analysis inspired by M.A.K Halliday's work, particularly his revised theories on Field, Mode, and Tenor, as well as thematic progression patterns introduced by Eggins The analysis is based on Martin Luther King Jr.'s speech "Beyond Vietnam: A Time to Break Silence," utilizing the foundational concepts from Halliday's theories Due to constraints in knowledge and time, the research narrows its scope to these specific aspects.
Prosody or phonological aspects are beyond the analysis of the study.
Significance of the study
By investigating the values of Martin Luther King‟s speech “Beyond
The article "Vietnam: A Time to Break Silence" aims to enhance readers' understanding of the language used in political speeches through the lens of functional grammar It seeks to provide valuable insights for both teachers and learners regarding the application of political discourse By encouraging users of English to re-evaluate political speeches from diverse perspectives, the study aspires to improve communication, language teaching, and the translation of political speeches from English.
Organization of the thesis
The study consists of five chapters; each chapter takes responsibility for a particular function
This chapter indicates the overview of the study consisting of statement of the problem, research aims and objectives and research questions, the scope and the structure of the study
This chapter clearly defines the essential terms and key theoretical concepts of functional grammar that underpin the study, ensuring that subsequent sections are easily understandable for readers Additionally, it reviews previous research related to the investigated issue.
This chapter describes the methods and procedures to carry out the study
It consists of the research design and procedures for doing this study, selection of speech, the method of collecting data and data analysis
Chapter IV: Findings and discussions
This chapter presents the study's findings derived from the collected data, focusing on the research questions outlined earlier It details the frequency and lexico-grammatical realizations of various features across three metafunctions, as well as the patterns of thematic progression observed in the data.
A summary of the study, the major findings, the implications, the limitations as well as suggestions for further studies are all mentioned in this final chapter.
LITERATURE REVIEW
Review of previous studies related to the research
So far, there have been some studies on English political speeches
Nguyễn Thị Thanh (2011) applied Systemic Functional Grammar in order to investigate the structure in the speech “I have a dream” by Martin Luther King (T T Nguyen, 2011)
Reza Fahlevi (2015) conducted an analysis of metafunction and the context of situation in Martin Luther King’s iconic “I Have a Dream” speech Utilizing the theories of Halliday (1985), Gerrot and Wignell (1994), and Enggins (2004), the study explored how metafunction is expressed and linked to the context of situation through various register variables.
Ubong E Josiah and Gift Oghenerho (2015) conducted an analysis of the pragmatic elements and sentence structures in Martin Luther King Jr.'s "I Have a Dream" speech, utilizing speech acts theory Their study highlighted how the speaker effectively employed rhetorical strategies to advocate for equality and combat racism, while also uncovering the socio-economic and political ideologies embedded within the speech.
Research on political speeches has primarily focused on their structures, metafunctions, context, and pragmatics However, there has been a notable lack of studies utilizing Systemic Functional Grammar (SFG) for analyzing these speeches.
“Beyond Vietnam: A Time to Break Silence”.
Theoretical background
2.2.1 Definition of Speech and Text
Speech is the ability to communicate orally, expressing thoughts and emotions through sounds and gestures A text is defined as a coherent piece of written or spoken material, encompassing everything from simple phrases, like a stop sign, to complex works, such as novels Essentially, any collection of sentences that conveys meaning in context qualifies as a text.
For Halliday and Hasan (1976, p 1-2), the notion „text‟ is:
In linguistics, a "text" refers to any spoken or written passage that constitutes a unified whole, regardless of its length Unlike grammatical units such as clauses or sentences, a text is not defined by size but is best understood as a semantic unit, focusing on meaning rather than form (Halliday & Hasan, 1976).
Functional linguists approach the analysis of both spoken and written texts by examining their meanings within specific contexts According to Butt (2000), a text is defined as "a harmonious collection of meaning appropriate to its context." Understanding a text fully often requires considering its contextual background, which can be explored through two lenses: the context of culture and the context of situation The context of culture encompasses the broader sociocultural environment, including ideologies and social conventions, while the context of situation focuses on the specific circumstances within that environment (Droga & Humphrey).
The functional approach to grammatical analysis has gained prominence over the past three decades as a comprehensive theory for understanding the grammatical structures of natural languages Renowned linguist Michael Halliday is recognized for his significant contributions to this field, particularly through his seminal work, "An Introduction to Functional Grammar," first published in 1985 This influential text has undergone revisions, with a second edition released in 1994 and a collaborative third edition with Christian Matthiessen in 2004.
Systemic Functional Grammar (SFG), created by Halliday and his colleagues, revolutionizes language learning and teaching by viewing language as interconnected options for meaning Unlike previous grammar models, SFG establishes a clear relationship between language functions and grammatical systems Halliday (1994) identifies three metafunctions of meaning: the ideational/experiential metafunction, which focuses on how we represent human experiences through transitivity; the interpersonal metafunction, which addresses how speakers interact through mood and modality; and the textual metafunction, which deals with text construction primarily through the theme system (Halliday & Matthiessen, 2004).
These three aspects reflect the three main functions, or metafunctions, of language Halliday (1994) describes the three metafunctions as follows:
The ideational/experiential metafunction: It enables people to use language to represent experience, and is influenced by field
The interpersonal metafunction: It enables people to use language to enact social relationships, and is influenced by tenor
The textual metafunction: It enables people to use language to construct logical and coherent texts, and is influenced by mode (Halliday, 1994)
2.2.3.1 Interpersonal meaning of the text
The interpersonal meaning of a text is analyzed through its interpersonal function, which is expressed through mood and modality This interpersonal metafunction focuses on the social dynamics between the speaker and the listener, emphasizing clauses as exchanges It highlights language as a means of interaction among individuals, facilitating communication and relationship-building.
“show how defensible or binding we find out prop osition or proposal” (Butt, 2000)
The system of mood belongs to the interpersonal metafunction of the language and is the grammatical resource for realizing an interactive move in dialogue (Martin, Matthiessen, & Painter, 1997)
The interpersonal metafunction, as described by Halliday (1994), plays a crucial role in how individuals establish and negotiate their social relationships through communication It focuses on clauses as exchanges and defines fundamental speech roles, which include providing information, offering goods and services, and requesting goods and services These roles correspond to statements, questions, and commands, respectively, highlighting the importance of interpersonal meaning in effective communication.
The interplay between speech roles—giving and demanding—and the types of commodities, including information and goods and services, establishes four fundamental speech functions: giving information, demanding information, giving goods and services, and demanding goods and services These functions are commonly referred to as statements, questions, offers, and commands, as illustrated in Figure 2.1 with relevant examples.
(i) giving „Offer‟ would you like this teapot?
„statement‟ he‟s giving her the teapot (ii) demanding
„command‟ give me that teapot!
„question‟ what is he giving her?
Figure 2 1: Giving or demanding, goods-&- services or information
The fundamental functions of communication are intricately linked to specific grammatical structures: declarative clauses effectively convey statements, interrogative clauses are used for questions, and imperative clauses express commands These three types form the core of the Mood system in clauses.
Halliday and Matthiessen (2004) state that every free clause selects for Mood, distinguishing between minor and major clauses Minor clauses, like "John!" and "Good night!", lack thematic structure and are excluded from consideration In contrast, major clauses can be indicative or imperative; indicative clauses further divide into declarative or interrogative forms, with interrogative clauses having additional classifications.
"yes/no" interrogative or "WH-"interrogative
Indicative: declarative: Bears eat honey Bears don‟t eat honey
Indicative: interrogative: yes/no Does Do bears eat honey? Don‟t bears eat honey?
Imperative: interrogative WH‟: What eats honey? What do bear eat? imperative: Eat! Let‟s eat!
Interpersonal meaning in language is significantly shaped by modality, which reflects the speaker's assessment of the likelihood and obligations related to their statements According to Ton Nu My Nhat (2004), modality encompasses various grammatical aspects in English that allow speakers to convey their attitudes and judgments, thereby influencing the overall message.
Polarity represents a binary choice between yes and no, but it also encompasses a spectrum of intermediate degrees, including terms like "sometimes" and "maybe." These nuances, which exist between the positive and negative extremes, are collectively referred to as Modality (Halliday and Matthiessen, 2004).
The semantic function of a clause in the exchange of information is a proposition and the semantic function of a clause in the exchange of goods-&- services is a proposal
According to Halliday and Matthiessen (2004), modality is divided into two types: modalization and modulation Modalization addresses the distinction between propositions, which represent the positive and negative poles in asserting or denying statements In contrast, modulation focuses on proposals, dealing with the positive and negative poles in prescribing or proscribing actions This differentiation highlights the various ways to express agreement or disagreement, emphasizing the need to understand both aspects of modality.
Modalization relates to the concept of "proposition," which defines the role of a clause in information exchange Propositions can be either affirmed or denied, and the modality system serves to navigate the area of uncertainty that exists between these affirmations and denials.
„yes‟ and „no‟” (Halliday and Matthiessen, 2004, p.147) Halliday and
Matthiessen (2004) also indicate that there are two kinds of intermediate possibilities: degrees of probability (possibly/probably/certainly) and degrees of usuality (sometimes/usually/ always)
A distinction is made between modality as described above and modulation
Modulation involves the use of clauses that facilitate the exchange of goods and services rather than merely conveying information It highlights varying degrees of obligation, such as "allowed to," "supposed to," and "required to," as well as degrees of inclination, including "willing to," "anxious to," and "determined to." In proposals, a clear distinction is made between affirmative actions ("do it") and negative actions ("don't do it") Modulated clauses can take the form of offers, requests directed at the listener, or suggestions for joint action, such as "Shall I go home?", "Go home," or "Let's go home."
2.2.3.2 Experiential meaning of the text
RESEARCH METHODOLOGY
Research methods
The source of data is Martin Luther king‟s speech “Beyond Vietnam: A
Time to Break Silence” consisting 6632 words is retrieved from the official and popular website https://www.americanrhetoric.com/
In the speech “Beyond Viet Nam: A time to Break Silence”, 513 clauses based on framework of SFG by Halliday and Matthiessen (2004) and Eggins
In a study conducted in 2004, a total of 513 clauses were analyzed and categorized based on three metafunctions: Interpersonal, Experiential, and Textual The Interpersonal function revealed a mood structure comprising 482 declarative clauses, 24 interrogative clauses, and 7 imperative clauses Additionally, the analysis of modality identified 49 clauses of modalization, which included 37 clauses expressing probability and 12 clauses indicating usuality, along with 98 clauses of modulation, featuring 60 clauses related to obligation.
The analysis of the speech reveals a total of 38 clauses of inclination, with a predominant focus on the transitivity structure of the Experiential function, consisting of 264 material process clauses, 101 relational process clauses, 68 mental process clauses, 48 verbal process clauses, 17 behavioral process clauses, and 15 existential process clauses In terms of the Textual function, the speech includes 410 topical themes, 270 textual themes, 46 interpersonal themes, 161 simple themes, and 352 multiple themes, alongside 298 unmarked themes and 185 marked themes The thematic progression patterns identified in the speech consist of 454 constant theme patterns, 58 zigzag theme patterns, and 1 multiple rheme pattern.
3.1.2 Data collection and coding procedure
The procedure for data collection and coding was carried out with many steps as follows:
Step 1: The speech was downloaded from the official and popular website Available at: https://www.americanrhetoric.com/ [Accessed 10 August, 2018]
Step 2: After having read thoroughly the speech and the researcher seperated and classified data into groups according to perspectives of linguistic features: Mood and types of mood, modality and types of modality, types of theme, each process in transitivity structures and thematic progression patterns
Step 3: Three metafunctions (Interpersonal, Experiental and Textual) and thematic progresson patterns were identified and then described according to SFG
Step 4: Mood and types of moods, modality and types of modalities, types of themes, each process in transitivity structures and thematic progression patterns were highlighted using different colors (samples in appendix)
Step 5: Data of the text were coded and illustrated in bold, for example,
E1: shows that it is the first instance
Analyzing a text on the level of lexicogrammar, I start with a clause As Halliday mentions that a clause “the centre of action in the grammar”, it is
“where fundamental choices of meaning are made” It is to say clause is not only a constituent but also a central processing unit of meaning
The clause complex is formed by linking clauses to one another by means of some kind of logico- semantic relation A sentence can be interpreted as a clause complex (Halliday & Matthiessen, 2004)
The theory of functional grammar given by Halliday and Matthiessen
In 2004, a framework was established to analyze clauses through three metafunctions: Interpersonal, Experiential, and Textual functions This analysis encompasses various linguistic features, including different Mood types, Modality categories, the six Transitivity processes, and the various types of Theme Additionally, Eggins' theory contributes to this comprehensive understanding of language structure.
(2004) is applied to study sentences in the light of the thematic progression patterns.
Summary
In this chapter, we outline the sources utilized and detail the methods and steps taken for data analysis Additionally, we provide an explanation of the reliability and validity measures implemented to ensure the integrity of the research.
FINDINGS AND DISCUSSIONS
Interpersonal function in Martin Luther King‟s speech
Table 4 1: Frequency and percentage of mood structures
The table 4.1 above shows the frequency of mood structures Among 513 clauses appear in King‟s speech, 482 clauses are declarative acounting for 93.9
%, which is the highest number in the percentage collumn, 24 clauses are questions and 7 clauses are imperative, acounting for 4.7% and 1.4 % perspectively
4.1.1.2 Description and lexico-grammatical realizations of moods
Table 4.1 illustrates that declarative mood is predominant in King's speech, comprising 93.9% of the 482 clauses analyzed This choice reflects the common trend in political speeches, where declaratives are favored, followed by interrogatives, with imperatives being the least utilized The use of declarative mood emphasizes the speech's primary objective: to convey information effectively.
In his powerful address, King emphasizes the necessity of ending the Vietnam War, acknowledging the personal risks he faces by opposing his nation's government He confronts critics who argue that his message strays from civil rights, asserting that his religious commitment compels him to advocate for peace and mutual understanding King highlights the irony of urging Americans to reject violence while their government employs it abroad, calling for a "true revolution in values." He warns against prioritizing military spending over social welfare and clarifies that his critique encompasses more than just the Vietnam conflict Ultimately, King envisions an enlightened future for society, urging a collective shift towards peace and justice.
E1: A few years ago there was a shining moment in that struggle [72]
A few years prior to April 4, 1967, a significant opportunity emerged for impoverished individuals, both black and white, through America's poverty program However, this promise of hope was overshadowed as the focus shifted away from addressing poverty to the concerns surrounding the Vietnam War.
The interrogative mood is utilized in the speech, appearing in 24 clauses and comprising 4.7% of the total (Table 4.1) While it is typically used to pose questions that require responses, in this context, it serves primarily to inform listeners about appropriate actions rather than seeking answers An example of an interrogative clause is provided below.
In Example 2, the question prompts American citizens to recognize that their government is contradicting a core principle of the Declaration of Independence, which resonates with the Vietnamese Declaration of Independence This realization leads the audience to critically evaluate the ethical implications of the Vietnam War.
Through the use of the interrogative mood, King effectively captures the audience's attention and emphasizes his message, encouraging them to reflect deeply and ignite their passion for resolving the conflict.
Questions in speech, though few in number, are crucial and come in two primary structures Yes/no questions focus on the polarity of the message, prompting the listener to respond with either a "yes" or "no." There are 15 clauses dedicated to yes/no questions, as illustrated in the following example.
E3: Will our message be that the forces of American life militate against their arrival as full men? [464]
In Example 3, the term "message" signifies "violent coannihilation," which contradicts the principles of peace and justice King warns of the serious future consequences regarding the safety of Americans involved in the conflict, stressing that inaction will lead to a descent into a dark history characterized by power devoid of compassion, might lacking morality, and strength without vision.
In wh-questions, the speaker's primary goal is to request the listener to provide missing information, with the WH-element indicating what is absent Essentially, the speaker is seeking information from the addressee, who is expected to supply it.
E4: “Why are you talking about war, Mr King?” [43]
In Example 4, King poses a wh-question that the audience cannot answer due to their lack of knowledge about the realities of their world He emphasizes that the war has deprived his people of crucial political, economic, and social opportunities Additionally, the war has led to devastating consequences in Vietnam, including the destruction of lives and villages, as well as the tragic loss of many lives, particularly among children.
Questions in a speech foster interaction between the speaker and the audience, creating a more informal atmosphere that reflects the speaker's consideration for the audience's opinions However, since speeches do not allow for real-time feedback, speakers like King pose questions without anticipating responses, as they are already aware of the answers and know that the audience shares the same views This technique effectively allows King to assert his perspective, demonstrating the influence a speaker can wield over listeners.
Emphasizing shared answers to questions fosters a sense of commonality between the speaker and listeners, facilitating easier absorption of information This approach not only captivates the audience's attention on the discussed topic but also leaves a lasting impression through its rhythmic questioning Additionally, it enhances the overall persuasiveness of the message conveyed.
Imperative clauses are infrequently used in speech, appearing only seven times and constituting 1.4% of the total Despite their rarity, they play a significant role in analyzing interpersonal meaning The imperative mood communicates two primary messages: commands for others to take action and invitations for collaborative achievement The predominant structure observed in the speech is the use of "let."
E5 : Now let us rededicate ourselves to the long and bitter, but beautiful, struggle for a new world [462]
In Example 5, King envisions a future free from violence, urging society to unite for positive change His message seeks to inspire collective action, encouraging audiences to work together towards achieving a harmonious and enlightened community.
4.1.1.3 The usage of mood structures to express the interpersonal function
In Martin Luther King's speech, the predominant use of declarative mood highlights his role as an informed speaker delivering an informative message He condemns the Vietnam War, emphasizing its detrimental effects on poverty, national values, hate, and morality, while advocating for a violence-free, enlightened future King's rhetorical questions engage the audience, as he poses inquiries he already knows the answers to, reflecting a shared understanding Additionally, the frequent use of the imperative mood, particularly the phrase "let," serves to invite the audience to take action against conflict and strive for a transformative "revolution" towards a more enlightened life.
Table 4 2: Frequency and percentage of each type of modality
The table 4.2 above gives information about the distribution of each type of Modality in King‟s speech
Experiential function in Martin Luther King‟s speech
From a clause-level analysis of the Experiential Metafunctions of this speech, table 4.3 below presents the different processes as they appear in a total of 513 clauses and their corresponding percentages
Table 4 3: Frequency and percentage of each process
Number of Clauses where the Process is observed
Table 4.3 illustrates the frequency and proportion of six processes in the speech, with the Material process leading at 51.5% The Relational process follows at 19.7%, approximately half of the Material process The Mental process ranks third at 13.3%, while the Verbal process constitutes a smaller portion at 9.3% Additionally, the Behavioral and Existential processes account for 3.3% and 2.8%, respectively.
4.2.1.2 Description and lexico-grammatical realizations of processes
Table 4.3 indicates that the material process is the most prevalent, comprising 51.5% of the six types of processes analyzed This suggests that the writer predominantly employs clauses featuring action-oriented verbs.
E11: as we kill a million acres of their crops [229]
E12: (the black young men) who had been crippled by our society [88]
In example 11, „we‟ is the „actor‟ that is the factor to carry out the action
The objective of the action is to "kill" and destroy "a million acres of their crops." In this context, "our society" takes on the role of the actor, highlighting the broader implications of these actions on the community.
In the analysis of material processes, it is crucial to identify the verb and its voice, as highlighted by Halliday, who distinguishes between active and passive voice through the concepts of Theme and Rheme In this context, the focus is on "the black young men," which contrasts with previous examples due to its passive construction This choice of voice allows the audience to clearly understand the actions and the subjects involved King's intention is to direct the audience's attention to the specific message he wishes to convey.
Firstly, material process is used to illustrate the actions In this speech, it pays attention to modify a powerful case for an end to the Vietnam war, for instance:
E13: the poor in America who are paying the double price of smashed hopes at home, and dealt death and corruption in Vietnam.[362]
In example 13, the "poor in America" act by paying the "double price of smashed hopes at home, and dealt death and corruption in Vietnam." King highlights that both the impoverished in Vietnam and those in America suffer the repercussions of U.S policies that support the Vietnam War.
Secondly, material process also infers the challenges inherent in speaking out against our own Nation‟s foreign policy, for instance:
E14: men do not easily assume the task of opposing their government‟s policy, especially in time of war [16]
In Example 14, the term "men" signifies American citizens, while the action described is the reluctance to "easily assume." The objective centers on the challenge of opposing government policies King illustrates the significant obstacles he encounters when voicing his opinions, fully aware of the immense difficulty in persuading his audience.
Especially, mental process mainly illustrates the violences of American‟s government that seems to sink deep into war crime through verbals process such as: „destroy‟, „languish‟, „poison‟, „kill‟, etc
E15: So far we may have killed a million of them, mostly children [232]
In the example 15, „we‟ is a actor refering to Amerca‟ forces, who carry the cruel action „kill‟, „a million of them, mostly children‟ refers to Vietnamese people
Diem's policies in Vietnam faced significant criticism for his harsh suppression of opposition, his support for exploitative landlords, and his unwillingness to engage in discussions about reunification with North Vietnam.
E16: (Diem) supported their extortionist landlords [209]
In example 16, "Diem" symbolizes Vietnam's policy during that era, emphasizing the action of "support" directed towards the impoverished population facing exploitation by their landlords Rather than focusing on improving living conditions, this authority resorts to violence to maintain control over the nation.
Last but not least, mental process also indicates to the action of „new revolution‟, for example:
E17: the whole Jericho Road must be transformed [462]
In Example 17, "the whole Jericho Road" symbolizes a goal representing a promising future, as envisioned by King, while "a new revolution" signifies the emergence of a new political regime.
The relational process, accounting for 19.7% of frequency, encompasses both identifying and attributive processes In this structure, the attributive element serves to explain or clarify the meaning of the notion presented in the Carrier, functioning as ascriptive.
E18: that we have no honorable intentions in Vietnam [372]
In example 18, the phrase "no honorable intentions in Vietnam" serves as an attribute of "we," which is identified as the Carrier, while the explanatory element is ascriptive This relationship is non-reversible, highlighting one of the key distinctions between the two modes of representation (Halliday, 2004, p 215).
In terms of identifying structure, the participant which is identified is called the identified, and the participant which does the identifying is called identifier For example:
E19: the Nobel Peace Prize was also a commission.[136]
In example 19, „A commission‟ is the identity of „Nobel Peace Prize‟ The positions of them can be reversible that they can be replaced for each other
King predominantly employs Attribute language over Identifying language to convey detailed information to his audience His intention is to provide thorough explanations and valuable insights Nevertheless, he also incorporates Identifying language to showcase his breadth of knowledge, enhancing the vividness of his speech.
Mental processes, accounting for 13.3% of language use, are crucial for expressing our consciousness and experiences of the world (Halliday, 2004, p 197) Notably, Halliday emphasizes cognition as a primary type, highlighting the importance of sharing knowledge and information.
In the example 20 about the Mental clauses , Subject is the Speaker, „I‟ with the perception „hear them‟ The reality is revealed through King‟s knowledge
In his speech, he effectively employs a desire for communication to advocate for breaking the silence surrounding the war, representing the voices of both Americans and Vietnamese rather than just his own By the conclusion of his address, he reinforces his commitment to opposing the war, inspiring listeners to take action against the harsh realities they face and work towards improving lives.
E21: Tonight, however, I wish not to speak with Hanoi and the National
Liberation Front, but rather to my fellow Americans [65]
He also uses type of affection to explain the reason why he speaks, which is the sharp evident to pursuade the listeners
E22: any Vietnamese who fears for his life under a new regime [394]
In terms of verbal process, the percentage of verbal process is particularly low, which accounts for 9.4 % Speaker uses the verbs such as: „speak, ask, claim, judge , etc.‟
In his speech, King predominantly uses the pronoun "I," highlighting his central role in conveying his message The significant use of "we" further emphasizes a collective responsibility, inviting listeners, including Americans, to recognize the importance of addressing not only national issues but also global concerns.
E24: We must speak with all the humility [26]
Textual function in Martin Luther King‟s speech
According to Halliday, there are three types of theme such as Topical theme, Interpersonal theme and Textual theme They will be illustrated in this part
4.3.1.1 Topical, interpersonal and textual themes
Frequency of topical, interpersonal and textual themes
The table 4.4 below gives information about theme rates among three types of themes used in the speech
The analysis reveals that topical themes are significantly more prevalent than interpersonal themes, with 56.5% (410 clauses) of the former compared to only 6.3% (46 clauses) of the latter In contrast, couples account for 37.2% (270 clauses) of the themes, indicating a clear hierarchy in the use of these thematic elements.
Table 4 4: Frequency and percentage of topical, interpersonal and textual themes
Types of Themes Frequency Percentage (%)
Description and lexico- grammatical realizations of topical, interpersonal and textual themes
Martin Luther King's speech exemplifies three distinct types of themes: topical, textual, and interpersonal Topical themes emerge through subjects, processes, and circumstantial adjuncts, while textual themes serve as cohesive devices, primarily manifested as conjunctive adjuncts Interpersonal themes reflect the relationships between participants and the perspectives expressed in the clauses, often taking the form of modal adjuncts and epistemic modality An analysis of the 513 independent clauses in the speech reveals the frequency of each theme type.
Topical themes make up 56.5% of the themes used in the speech, with each sentence containing a single topical or ideational theme These themes are essential components of the speech and can take the form of participants, processes, or circumstantial adjuncts In this particular speech, topical themes predominantly appear as pronouns, especially the pronouns "I."
Speech serves as a vital form of spoken communication between individuals and their audiences In Martin Luther King Jr.'s speech, he shared his insights and perspectives on contemporary issues, effectively engaging his American audience through the use of inclusive pronouns like "you" and "we." This approach not only highlights his personal understanding of the societal realities of the time but also fosters a sense of connection with his listeners.
E27: We are called to speak for the weak, for the voiceless, for the victims of our nation and for those [110]
The use of the nominal group "we" in topical themes signifies a collective audience, referring specifically to the individuals directly receiving the speech, such as American citizens.
If we compare to participant as topical theme, the process constitutes only 7% of the total topical themes used The example can be seen below:
E28: Take immediate steps … other battlegrounds in Southeast [389]
To achieve a specific goal, American citizens should follow a series of actionable steps Begin by identifying the desired outcome, then engage in discussions to raise awareness Next, mobilize community support and participate in relevant activities Finally, advocate for change by contacting local representatives By taking these steps, individuals can effectively contribute to the desired result.
Topical themes can also manifest as circumstantial adjuncts that serve as circumstances within a sentence In comparison to participants and processes, circumstantial adjuncts represent approximately 12% of all topical themes, as illustrated in example 25 below.
E29: Tonight, however, I wish not to speak with Hanoi and the National
Liberation Front, but rather to my fellow Americans [65]
The circumstantial adjunct may express time or place The improvisation of the utterance using temporal adverb as theme can make the speech effective because the time is highlighted clearly
The textual theme accounts for 6.3% across 46 clauses, highlighting its significance in enhancing text coherence Connective or adverbial groups serve as textual themes, linking ideas from previous sentences and improving overall clarity Positioned at the beginning of sentences, these elements express relationships between thoughts, making it easier for readers and listeners to grasp the content.
In instances where multiple themes are present in a clause, topical themes can coexist with textual or interpersonal themes Textual themes often involve the use of conjunctions, as illustrated in the example below.
E30: So I was increasingly compelled to see the war as an enemy of the poor and to attack it [82]
The coordinator "so" connects two clauses, linking their elements In this structure, the second clause expands on the information presented in the first clause.
E31: because my conscience leaves me no other choice [2]
The conjunction "because" serves as a crucial textual theme, signaling that the subsequent rheme will elucidate the reasons or causes behind the conditions mentioned in the preceding clauses.
E32: Moreover, when the issues at hand seem as perplexing [18]
Being the textual themes, the continuative moreover contribute to the cohesion of the text; they both signal a “move” in the flow of information of a text
The interpersonal theme plays a crucial role in establishing the relationship between participants in a text and reflects the speaker's perspective within a clause As outlined by Halliday and Matthiessen (2004), interpersonal themes can convey various nuances such as probability, opinion, persuasion, and prediction Understanding and utilizing interpersonal themes effectively enhances the clarity and depth of communication in writing.
E33: Perhaps a new spirit is rising among us [32]
The term "perhaps" in the sentence highlights the speaker's judgment regarding his opponents, as King evaluates their actions and expresses his emotions He conveys a desire for the people to embrace a renewed sense of spirit and hope.
Discussions on the uses of topical, interpersonal and textual theme
The thematic analysis reveals that the topical theme comprises the highest percentage at 56.5%, primarily represented by pronouns such as "I," "We," "They," and "You." This indicates that the content presented by King is familiar to the audience, serving as a foundation for the new or significant information he introduces The organization of this information is ideologically driven, guiding the listener's attention to what is deemed important Additionally, the textual theme provides a chronological order of events in the speech, linking ideas and ensuring comprehensive understanding for the audience Finally, the interpersonal theme conveys King's attitudes and assessments, fostering cohesion throughout his message.
Frequecy of simple and multiple themes
Table 4 5: Frequecy and percentage of simple and multiple themes
Table 4.5 reveals the frequency and proportion of simple and multiple themes in King's speech Notably, multiple themes were utilized significantly more than simple themes, with multiple themes accounting for 68.6% of the total, represented by 352 clauses, while simple themes comprised 31.4%, totaling 161 clauses.
Thematic- progression patterns
4.4.1 Frequency of thematic progression patterns
Table 4 7: Frequency and percentage of thematic progression patterns
Types of Thematic- progressions Frequency Percentage (%)
In Ivanka Trump's speech, the total 235 100 pattern emerges as the most frequently used thematic progression pattern, accounting for an average of 74.9% The constant theme pattern follows, representing 24.9% of the distribution In contrast, the multiple rheme pattern is notably rare, comprising only 0.2% and ranking third in usage.
4.4.2 Descriptions and lexico- grammatical realizations of thematic progression patterns
4.4.2.1 The constant pattern of thematic progression
Constant theme reiteration (T-R) occurs when the same element is repeatedly used as the theme throughout a text, creating cohesion through the repetition of the topical theme This pattern of constant theme is identified as the most prevalent form of thematic progression in speech An example of this constant theme pattern can be observed in various texts.
The recurring theme of "I" is evident throughout the article, with each subsequent theme reiterating the previous one without introducing new information The rhemes, which begin and end with "I," remain unchanged, highlighting a consistent pattern This repetition results in a lack of expansion or development in the themes, as demonstrated in Figure 2 below.
Figure 4 1 The constant theme pattern of thematic progression
The use of a constant theme in speech text leads to a simplistic and repetitive rhetoric, which is particularly effective for audience comprehension and retention This approach allows the speaker to emphasize key ideas through repetition, as demonstrated by King's initial statements outlining the reasons for his speech By maintaining this thematic progression, the speaker can provide detailed explanations on specific topics, ensuring that the audience clearly understands the message being conveyed.
The consistent pattern in text is not limited to the repetition of the same theme or pronoun; it also encompasses situations where a theme is inferred from prior information through various semantic relationships, such as synonyms and meronyms.
4.4.2.2 The zig-zag pattern of thematic progression
A common thematic progression pattern is when the subject matter in the rheme of one clause becomes the theme of the next clause, known as the zigzag pattern This approach enhances the text's cumulative development, as new information introduced in successive clauses serves as a foundation for further elaboration in later clauses.
Abed (2000) emphasizes that the process of information unfolding creates a dynamic experience, allowing for progression while simultaneously referencing the past, ultimately fostering a cohesive understanding of the overall message.
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 4 2 The zig zag theme pattern of thematic progression
The information in rheme 1 (believe that the path from Dexter Avenue
The Baptist Church in Montgomery, Alabama, is further elaborated upon in the second clause, where the theme "where" connects back to the initial information presented This linear pattern, as noted by Alonso and McCabe (2000), creates a dynamic text that enhances explanations by allowing writers to seamlessly transition from one idea to the next, thereby elaborating their points effectively.
Wang (2007) asserts that thematic progression patterns vary according to text types, noting that narrative texts often employ a constant pattern where the theme of one clause is repeated in the next Similarly, Fries and Peter (1983) highlight that academic texts utilize a progression where each subsequent clause expands on the previous idea, reflecting the complexity of academic arguments.
4.4.2.3 The multiple rheme pattern of thematic progression
E44: I would like to suggest five concrete things that our government should do [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
To achieve meaningful negotiations and establish a future government in Vietnam, it is essential to realistically acknowledge the significant support for the National Liberation Front in South Vietnam Additionally, it is crucial to set a definitive timeline for the withdrawal of all foreign troops from Vietnam, in alignment with the 1954 Geneva Agreement.
Figure 4 3 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 speech employs flexible thematic progression patterns, enhancing its structure and audience engagement The constant pattern is predominant, utilized in 74.9% of the speech, facilitating a natural and logical flow of information that aids audience comprehension The second most frequent pattern is the zigzag progression, appearing in 24.9% of the speech, which uses thematic repetition as a stylistic device to emphasize key points and create a memorable impact Although the multiple rheme pattern is rarely used at only 0.2%, it still plays a crucial role in the speech's development.
King's speech prominently features constant progressions, comprising 74.95% of the text and appearing 176 times, which enhances the coherence and logical flow of information This approach facilitates better audience comprehension Additionally, the zigzag pattern, accounting for 24.9%, contributes to a sense of cumulative development, where new information in successive clauses serves as a foundation for further elaboration Although the multiple rheme pattern is utilized infrequently at just 0.2%, it plays a significant role in the overall development of the speech.