Rationale of the study
Systemic Functional Grammar (SFG) has emerged as a significant analytical tool in the study of grammar, addressing gaps left by traditional approaches and offering a deeper understanding of human language Prominent linguist Halliday advocates for a meaning-centered perspective on grammatical construction, viewing language as a "system of meanings." This functional approach highlights the role of linguistic structures in conveying meaning and emphasizes language as a communicative resource rather than merely a set of isolated grammatical rules However, the teaching and learning processes often create a divide between grammar and other linguistic areas, hindering the effectiveness of communicative language acquisition.
As an English teacher focused on grammar, I am dedicated to enhancing my students' language proficiency and structural accuracy My keen interest in Systemic Functional Grammar (SFG) has deepened my understanding of its applications in language teaching and learning, ultimately benefiting my students' educational experience.
This study analyzes the structure and meaning of John F Kennedy's 1961 inaugural address, recognized as one of the greatest speeches of the 20th century The choice of this political text offers a valuable linguistic context for applying Systemic Functional Grammar (SFG) in the analysis.
Aim of the study
This thesis focuses on analyzing John F Kennedy's 1961 inaugural address through the lens of systemic functional grammar, emphasizing key elements such as transitivity, mood, theme, and cohesion.
To realize this aim, the research question is as follows:
How is the inaugural address by John F Kennedy in 1961 organized in terms of transitivity, mood, theme, and cohesion?
Scope of the study
This minor thesis will not attempt a comprehensive analysis of the text through the lens of systemic functional grammar Instead, it will concentrate on revisiting relevant theoretical concepts and applying them to examine the meaning and structure of John’s inaugural address.
Methodology of the study
Description and analysis are essential methods for examining the meaning and structure of speech Description focuses on illustrating key aspects of functional grammar, while analysis involves a detailed examination of the text for discussion purposes.
Data collection
The inaugural address by John F Kennedy in 1961 is retrieved from the official and popular website http://www.presidency.ucsb.edu
Design of the study
There are three main parts in this thesis as follows:
Part A: Introduction - gives an overview of the rationale, aims, scope, methodology and design of the study
- Chapter 1: Theoretical Background – provides an overview of systemic functional grammar in which crucial concepts relevant to the study are examined
- Chapter 2: The analysis of the inaugural address by John F
Kennedy in 1961 – focuses on analysing its meaning and structure, based on the framework provided in chapter 1
Part C: Conclusion - summarizes the results of the research and suggests some implications for language teaching and learning as well as for further studies
THEORETICAL BACKGROUND
Form and meaning
The form and meaning approaches in linguistics seek to understand the features of language Since the 1950s, formal grammar, pioneered by Noam Chomsky and his followers, focuses on describing the structure of individual sentences These linguists aim to explain language structure as it exists, while also establishing rules for grammatically correct usage, guiding language users Consequently, the classification of a sentence or utterance as correct or incorrect is determined by its adherence to grammatical laws.
Functional linguists, unlike their formal counterparts, focus on the practical application of grammar and its societal functions Halliday (1994) emphasizes that language is "a system of meanings" rather than merely a set of rules, highlighting how individuals use language to create meaning in social interactions He advocates for a meaning-centered approach to grammatical construction, where the communicative purposes and choices are essential in linguistics This perspective is why systemic functional linguistics prioritizes the functions of language through meaning rather than just its structure.
Model of Context in systemic functional linguistics
Linguistics, viewed as a branch of sociology and a form of social semiotics, facilitates meaning exchange and social interaction Halliday's work is grounded in the concepts of context of situation and cultural context, leading him to develop a conceptual framework that illustrates context through three dimensions: field, tenor, and mode.
Field of Discourse: refers to the subject matter: what is happening, to whom, where and when, and why it is happening …
Tenor refers to the social relationships among participants in communication, shaping their interpersonal choices within the linguistic system This concept significantly impacts the roles, structures, and strategies employed during linguistic exchanges.
The mode of language in speech interaction encompasses both the medium—whether spoken, written, or intended for spoken delivery—and the rhetorical approach, which can be expository, instructive, or persuasive.
The three components provide a framework for understanding socio-linguistic occurrences and serve as the basis for metafunctions According to Halliday (1994), the field reflects ideational meaning, tenor signifies interpersonal meaning, and mode relates to textual meaning.
Clause and Clause complex
1.3.1 Clause simplex and Clause Complex
Halliday categorizes clauses into two distinct types: simplex clauses and complex clauses A simplex clause consists of a single clause, while a complex clause includes a main clause accompanied by additional clauses that provide modification.
‗clause complex‘ can be assumed to enable us to account in full for the functional organization of sentences (Halliday, 1994: 216) Here are some illustrations:
Clause simplex || They lived in a large house ||
Clause complex ||| You never can tell || till you try |||
Halliday (1994) suggests that the connection between clauses can be understood as a form of modification By enhancing the concept of modification, we can systematically explore two key dimensions: interdependency, known as taxis, and logico-semantic relations.
This dimension illustrates the modifying relationship between elements within a clause, where one element can either modify or be modified by another When the relationship is unequal, characterized by a dominant factor, it is referred to as hypotaxis Conversely, when the elements are equal, the relationship is termed parataxis.
Hypotaxis: the relation between a dependent element and its dominant
Hypotaxis structures will be described by the Greek letter notation (α, β)
Parataxis: the equal relation between elements In other words, the elements are independent For paratactic structures, numerical notation (1, 2, 3…) will be used for illustration
A typical clause complex consists of both hypotactic and paratactic sequences, making it impractical to analyze them separately For example, a clause complex can be interpreted as a unified structure.
||| I would || if I could, || but I can‟t |||
The second dimension of clause combination looks at the nexus between clauses in a variety of logico-semantic relation However, two most fundamental relationships include (i) expansion and (ii) projection
(i) Expansion: the secondary clause expands the primary one by elaborating, extending or enhancing it This system consists of the following choices:
Elaborating (i.e.): restating in other words, making the clause clearer, commenting and giving illustration For instance:
||| That clock doesn‟t go; || it‟s not working |||
Extending (and, or): adding new information, providing a replacement or an alternative Here is an example:
||| I would have let you know, || only I couldn‟t find your phone number |||
Enhancing (so, yet, then): giving circumstantial characteristics of time, place, manner, cause, or condition For instance:
||| Alice didn‟t want to begin another argument, || so she said nothing |||
(ii) Projection: the secondary clause is projected by the primary clause as what somebody said (a locution) or thought (an idea) This system comprises the following choices:
Locution (say) : a construction of wording
||| „I‟m not so sure,‟ || replied the Fat Controller |||
Idea (think) : a construction of meaning
||| Dr Singleman believed || his patient would recover |||
Metafunctions
According to Halliday (1994), metafunctions are fundamental to systemic grammar theory, encompassing not only the characteristics of clauses but also the overarching meanings present in language He categorizes metafunctions into three primary types: ideational, interpersonal, and textual metafunctions, each serving a distinct role in communication.
The ideational metafunction highlights that language is a tool for expressing content, shaped by the speaker's background knowledge and experiences Central to this expression is the clause, which represents various principles through distinct processes Additionally, the clause serves as a reflective mode facilitated by the grammatical system of transitivity, encompassing a range of process types These process types articulate various activities and states, including actions, perceptions, meanings, and existence Specifically, the transitivity system categorizes six process types: material, mental, relational, behavioral, verbal, and existential.
The framework of a process involves three main components:
The process itself: realized typically by verbal groups
Participants in the process: realized typically by nominal groups
Circumstances associated with the process: realized typically by adverbial group or prepositional phrase
The concepts of process, participants and circumstances are semantic categories, which provide the linguistic structure of the events in reality
Each type of process contributes to the construction of English grammar and there are specific kinds of participants associated with it in particular circumstances
This type of process carries out the meaning of actions, or some entity
In any action, the entity performing the task is referred to as the Actor, while the entity affected by the action is known as the Goal Both the Actor and the Goal can be either human or inanimate objects, illustrating the dynamic relationship between them For example, when a person (Actor) influences an object (Goal), it showcases how actions can impact other entities in various contexts.
The lion caught the tourist
Actor Process: material Goal Moreover, material processes are not necessarily a concrete or physical activity They might be abstract doings or happenings as what Halliday illustrates in the following example
In a number of material processes, when there are more than two participants, the one benefiting from the process is called Recipient For instance:
Tom gave me some flowers
Actor Process: material Recipient Goal
The mental process encompasses the experiences of feeling, thinking, and perceiving, with the conscious individual engaging in these activities referred to as the Senser In contrast, the experiences or entities that are felt, thought about, or perceived are termed the Phenomenon According to Hoang Van Van (2006), mental processes are categorized into four distinct sub-types.
Cognitive: thinking, knowing, and understanding…
Tim could hear the speaker
Senser Mental process: perceptive Phenomenon
Senser Mental process: affection Phenomenon
The students understood the problem
Senser Mental process: cognitive Phenomenon
Kate wants a well-paid job
Senser Mental process: desiderative Phenomenon
The process of communication involves more than just speaking; it encompasses a symbolic exchange of meaning In phrases like "I told you" or "The guide book tells everything," both "I" and "The guide book" serve as participants known as the Sayer This verbal process also includes the Receiver, who is the intended audience, the Verbiage, which refers to the content of the message, and the Target, the subject being addressed.
He told me the truth
Sayer Process: verbal Receiver verbiage
She praised him to her friends
Sayer Process: verbal Target Receiver
The relationship of quoting or reporting is also demonstrated in this type of process
She said that she would go away
The third type of processes is relational, something is being said to be something else It comes under three main kinds:
(+) Circumstantial: X is at A (refers to location)
Each of these comes in two distinct modes:
(+) Attribute: A is an attribute of X
(+) Identifying: A is the identity of X
Halliday offers the principal types of relational process as the following:
Intensive Sarah is wise The leader is Tom
Circumstantial The fair is on a Tuesday Tomorrow is the 10th
Possessive Peter has a piano The piano is Peter‟s
Table 2 1: The principal types of relational process
In Atributive mode, one participant is known as Carrier and the quality to represent the possessive relation of carrier is referred to as Attribute For instance:
Your story sounds completely nonsense
In Identifying mode, there is a clear distinction between the identifying and identified participants This pair is termed as Identifier/ Identified and Token/ Value For example:
Identified/ Token Process: relational Identifier/ Value
In some cases, the possessive relationship can be referred as Possessor and Possessed For example:
This process exemplifies both physiological and psychological behaviors, including actions like coughing, smiling, and dreaming, which reflect characteristics of both mental and material processes The entity engaging in these behaviors is referred to as the Behaver, and it is always a conscious being rather than an inanimate object According to Halliday, there are five distinct types of this process.
Processes of consciousness as form of behavior: look, watch, stare
Verbal processes as behavior: chatter, grumble, talk
Physiological processes manifesting states of consciousness: cry, laugh
Other physiological processes: breathe, faint, sleep
Bodily postures and pastimes: sing, dance, lie
Normally, there is one participant in behavioral process:
The term "there" signifies the existence or occurrence of something, often serving as the subject without a representational role This process usually involves the verb "be" along with other verbs like "exist," "remain," "arise," and "occur" to convey the idea of existence or events taking place.
The object or event which is being said to be existent is known as Existent
It can be an entity or an event that takes place The following are some examples:
Process: existential Existent: entity Circumstance
Circumstances define the context of a process by addressing the questions of when, where, how, and why it occurs These circumstantial factors can manifest as adverbial groups or prepositional phrases According to Halliday (1994: 151), there are nine primary circumstantial elements that are essential for understanding the nuances of meaning in language.
1 Extent Distance, duration I walked for 10 miles
It occurs throughout the year
2 Location Place, time At the party
He sings loudly She is like a princess
Because of his illness For the sake of us
6 Accompaniment Comitation, addition He came with me
Jane came as well as me
7 Role Guise, product I talked as a representative
She is turning into another person
8 Matter She is worried about her son
9 Angle According to the author
The interpersonal metafunction is based on the concept that a clause serves as a means of exchange, facilitating various communicative purposes such as ordering, apologizing, confirming, inviting, rejecting, and evaluating Among these, the fundamental exchanges involve demanding and providing language commodities, including information and goods or services (Halliday, 1994) In this context, a clause is composed of two key elements: mood and residue, which together facilitate the interactive relations inherent in communication.
The mood in a speech indicates the speaker's chosen role and the role assigned to the listener In English, mood consists of two key components: the subject and the finite verb.
In traditional grammar, the subject is a fundamental component that completes the formation of a proposition, serving as the basis for affirming or denying the statement.
Finite verbs serve as temporal operators, indicating the time of speaking, or as modal operators, reflecting the speaker's judgment Their identification is often straightforward, particularly when auxiliary or modal verbs are used separately, as illustrated in the question: "Did you invite her to the party?"
However, finite can be mixed with lexical verbs in simple present and simple past tense Here are some examples:
The sun sets in the West
The other element of a clause is called residue This part consists of three subfactors: (i) predicator, (ii) complement, and (iii) adjuncts
(i) Predicator: is expressed by the verbal group It is also an indispensable section of any clause The predicator presents the action, happening state…in which the subject is involved
(ii) Complement: is realized by a nominal group The orders of complement and subject will have an influence on thematic purposes of the clause
(iii) Adjuncts: is performed by an adverbial group or a prepositional phrase
In summary, the following sample (Thompson, 1996) can illustrate the interpersonal metafunction once again:
In the following day he did not go out early
Adjunct Subject Finite Predicator Adjunct Adjunct
1.4.3 Textual metafunction: theme and rheme identification
The thematic structure of a clause defines its message characteristics, featuring a key element known as the Theme, which acts as the point of departure The rest of the clause, referred to as the Rheme, elaborates on the Theme to fully convey the message.
The theme serves as the "starting point of the message" and is typically positioned at the beginning of a clause It can take the form of a nominal group, an adverbial group, or a prepositional phrase.
My husband is an engineer
Long ago, I lived in this village
In silence, he got into the house
In a clause, when the theme is positioned as the subject, it is considered unmarked, reflecting its clear and expected role Conversely, themes that occupy positions other than the subject in a declarative sentence are identified as marked themes.
Most common form of marked theme is a circumstance or a complement Some illustrations are the following:
In 2010, we moved to this city
Cohesion
Cohesion, as defined by Nguyen Hoa (2000: 23), refers to the formal relationships that enable texts to stick together This concept encompasses a variety of semantic relationships expressed through clauses, where the meaning of certain elements in the discourse relies on the interpretation of others, creating a presupposition between them.
Cohesion in language is achieved through the selection of systematic resources, including reference, ellipsis, substitution, conjunction, and structural parallelism, alongside elements such as repetition, synonymy, antonymy, meronymy, and collocation These components address the presuppositions they establish, and they are categorized into two primary types: grammatical cohesion and lexical cohesion The following sections will explore these types in detail.
Grammar in linguistics encompasses the rules that dictate how sentences, phrases, and words are structured in any language Consequently, grammatical cohesion pertains to the logical and structural integrity of a text.
According to Hoang Van Van (2006: 66), reference illustrates the relationship of identity which exists between units in discourse It can be classified into six main sub-types:
Anaphoric reference guides readers to look back at previous text for a clearer understanding of the discourse, often marked by a backward arrow in analysis.
Look at the sun It‟s going down quickly
Cataphoric reference : refers ―forwards‖ the clause so as to specify the reference meaning In the analysis, it is illustrated by a forward arrow For instance:
As she arrived home, Janet noticed that the door was open
Exophoric reference : refers ―outwards‖ the clause to some participants in the previous part In the analysis, it is indicated by a vertical arrow For example:
The man turned out to be a thief
Personal reference : is the reference to the category of human participants, using pronouns In the analysis, it is indicated by (R: P) Here is an example:
I and my mother are at the market We want to buy some fruits
Comparative references serve to highlight comparisons, similarities, or identities between subjects Common expressions used for this purpose include "the same," "similar to," "more than," "the most," and "as good as." In analytical contexts, these comparisons are denoted by the notation (R: C).
She cooks much better than her sister
Demonstrative reference is a verbal technique used by speakers to identify a referent based on its proximity in time and space This form of reference is typically expressed through determiners such as "this," "that," "these," and "those," as well as adverbs like "here" and "there." In linguistic analysis, demonstrative reference is denoted by the notation (R: D).
She won the first prize This made her parents really pleased
Substitution is the process of replacing one element with another within a specific context in discourse It encompasses three main types: nominal substitution, which involves replacing nouns; verbal substitution, which focuses on verbs; and clausal substitution, which pertains to entire clauses.
Nominal Substitution: is the use of a substitute word to replace the Head of a corresponding nominal group For instance:
This branch is not open I need to find another one
Verbal Substitution: is ―do‖ This functions as Head of a verbal group, in the place that is occupied by the lexical verb For instance:
The gas price increases considerably than it did last year
Clausal Substitution: is the type in which what is presupposed is not an element within the clause but an entire clause For instance:
- She will get the first prize in that contest
Ellipsis refers to the omission of certain elements in a structure, with the understanding that the missing parts can be inferred from other elements within or outside the sentence This concept of elliptical cohesion can be categorized into three types: nominal, verbal, and clausal ellipsis.
Nominal ellipsis occurs when a component is omitted from a phrase, requiring one of the modifiers to assume the role of the head noun This allows readers to infer the missing element based on contextual clues and presuppositions.
For example: - I like the red bike - I prefer the yellow (bike)
Verbal Ellipsis: the mood element is present but the residue is omitted For example:
- Have you ever been here? - Yes, I have (been here)
Clausal Ellipsis: takes the presupposing clause as a basic structure where ellipsis occurs in constituents like the subject complement, predicator and adjunct For example:
- I think you have to tell them the truth
- Why? (do I have to tell them the truth?)
The term "conjunction" refers to the cohesive connection between clauses or sections of text, illustrating a meaningful relationship between them It serves as a method for linking ideas or events, achieved through various conjunctive adjuncts, such as adverbial groups or prepositional phrases, that fall within the realms of elaboration, extension, and enhancement (Halliday, 1994: 324).
Apposition : the restatement or represented of some factors
(i) Expository: in other words, that is to say, I mean…
(ii) Exemplifying: for example, for instance, to illustrate…
Clarification : summary and clearer reinstatement for the discourse purposes (i) Corrective: rather than, at least, to be more specific…
(ii) Distractive: by the way, incidentally…
(iii) Dismissive: in any case, anyway, leaving that aside…
(iv) Particularizing: in particular, especially…
(v) Resumptive: to resume, as I was saying…
(vi) Summative: in short, to sum up, in brief…
(vii) Verifactive: actually, as a matter of fact, in fact…
(i) Positive: and, also, moreover, in addition…
Adversative : but, yet, on the other hand, however…
(i) Replacive: on the contrary, instead of
(ii) (ii) Subtractive: apart from that, except for that …
Spatio - temporal : The spatial relations serve as ―text-creating cohesive devices‖ (i) Simple: following (then, next, afterwards…), simultaneous (just then, at the same time…), preceding (before that, previously…)…
(ii) Complex: immediate (at once, immediately…), interrupted (soon, after a while…), repetitive (next time, on another occasion…)…
(iii) Simple internal: (next, secondly…), simultaneous (at this point, here…), preceding (up to now…)…
Manner : cohesion is created by manner conjunctives through comparison and reference to means
(i) Comparison: positive (likewise, similarly…) or negative (in a different way) (ii) Means: thus, thereby, by such means…
Causal – conditional : the causal expressions can be in general or specific while the conditionals can be positive, negative or concessive
(i) Causal expressions: general (so, then, hence…); specific (as a result)
(ii) Conditionals: positive (in that case), negative (if not) or concessive (yet, still, through…)
Matter : with this type of conjunction, the cohesion refers to the matter which happened previously
(i) Positive: here, there, as to that…
(ii) Negative: in other respects, elsewhere…
Obviously, the various kinds of conjunction are not definite; they can, in fact, overlap with one another The above clarification, which is provided by Halliday
(1994) ―are those which have been found most useful in the interpretation of texts‖
Nguyen Hoa (2000: 27) highlights that parallelism in clauses with identical or similar structures can effectively connect clauses or clause complexes, enhanced by lexical equivalence and semantic relationships For instance, in the phrase "wherever there's we bring ," the repeated construction in the second clause complex, along with synonyms like despair/fear and hope/confidence, illustrates this concept clearly.
Wherever there‟s despair, we bring hope Wherever there‟s fear, we bring confidence
The choice of lexical items can determine the discourse cohesion Lexical cohesion involves the employment of repetition, synonymy, antonym, meronymy and collocation
Repetition looks at the same lexical item with the same meaning occurring more than one time in the same discourse (Hoang Van Van, 2006: 81) For instance:
Reza saw a dog The dog was wounded by the children
Ali arrived yesterday His arrival made his mother happy
Synonymy refers to the relation between different words bearing the same meaning or nearly the same meaning for a particular person, object, process or quality For instance:
What people want from the government is frankness They should explain everything to the public
It describes a relationship between two words, in which the meaning of one of the words includes the meaning of the other For instance:
A dog is a symbol of loyality That animal is mine
Cohesion results from the choice of a lexical item that is in some sense in part-whole relationship with a preceding lexical item For instance:
He wounded his left hand in the war, and he could not bend his index finger since then
Antonyms are able to effectively convey lexical cohesion which comes about by the selection of an item which is opposite in meaning to a preceding lexical item For instance:
Ali received a letter from bank yesterday He will send answer next day
Lexical cohesion relies on specific associations between words, with collocation playing a crucial role in shaping our expectations for subsequent content As Halliday (1994) notes, collocation helps establish connections, such as the relationship between "bank" and "bankrupt."
But we refuse to believe that the bank of justice is bankrupt
There are three subtypes including resultative, modificational, and contextual
Resultative: refers to the relation of one item leading to the outcome of another item e.g kill – die, rain – wet, dark – night,
Modificational: illustrates the relation holding between an item and one of its inherent qualities e.g run – fast, bright – sun,
Contextual: introduces the co-occurrence of words in one context but not related in other contexts e.g mother – housework,
Summary
This chapter has established the theoretical foundation for the study's objectives, presenting an overview of form and meaning within the context model of Systemic Functional Linguistics (SFL) It detailed the interdependency of clauses and logico-semantic relations, alongside the three metafunctions: interpersonal, ideational, and textual Additionally, it introduced the concept of cohesion and its key types as essential tools for text analysis The upcoming chapter will apply systemic functional grammar to analyze John F Kennedy's inaugural address from 1961.
THE MEANING AND STRUCTURE OF THE INAUGURAL
Introduction
The term "inaugural address" signifies a spoken language piece; however, from a systematic functional grammar perspective, "text" encompasses any unified passage, spoken or written, regardless of length (Halliday and Hasan, 1985) Similarly, Nunan (1993: 7-8) describes a text as any written record of a communicative event, which can involve either oral or written language Consequently, the minor thesis titled "The Meaning and Structure of the Inaugural Address" focuses on analyzing the address as a text through the lens of functional linguistics.
The procedures and conventions used in the following analysis will be carried out using Halliday and Hasan (1976) Cohesion in English; and Halliday
This article introduces Functional Grammar as a theoretical framework for analyzing a selected text The analysis will focus on the context of the text, examining its field, tenor, and mode Additionally, it will explore the structure of clauses and clause complexes, transitivity patterns, mood patterns, theme-rheme patterns, and the overall cohesion within the text.
The context of the chosen text
As mentioned, the text is the inaugural address delivered by President John
F Kennedy in the inaugural ceremony at the United States Capitol on January 20 th
John F Kennedy was born on May 29, 1917, in Brookline, Massachusetts, to a businessman and a philanthropist He attended Harvard College in 1936, where he developed a passion for political philosophy After serving as a military commander in the South Pacific during World War II, Kennedy represented Massachusetts' 11th congressional district in the U.S House of Representatives from 1947 to 1953 as a Democrat He then served in the U.S Senate from 1953 until 1960, culminating in his victory over Vice President Richard Nixon in the 1960 presidential election.
Richard Nixon, the Republican candidate, was elected as the 35th President of the United States at the age of 43, championing a policy called the New Frontier Tragically, his presidency was cut short when he was assassinated in Dallas, Texas, in 1963, marking one of the most shocking events in American history.
The inaugural address, delivered to American citizens and a global audience, is regarded as one of the finest presidential inauguration speeches in U.S history It emphasizes optimism and idealism amid the anxiety stemming from the Cold War, highlighting Americans' commitment to safeguarding their freedom and improving lives while promoting peaceful coexistence with other nations The speaker urges all citizens to take action for the greater good, stressing the importance of maintaining international relations to foster a utopian society capable of resolving global challenges.
Contextual configuration of the text
Understanding language is heavily influenced by context, as highlighted by Halliday's (1994) model of contextual analysis This model comprises three key elements: field, tenor, and mode, which collectively help to elucidate the features of a text.
The field of discourse encompasses the social actions taking place, particularly in the context of a speech delivered at a presidential inauguration aimed at both American and global audiences This address marks the beginning of the president's term, articulating his visions and urging specific actions The text predominantly employs material processes to convey a commitment to liberty, peaceful international relations, and the enhancement of global living standards Additionally, relational, mental, and verbal processes are utilized to reflect the author's values and beliefs, emphasizing a call to action for both Americans and the international community to unite in service and sacrifice for freedom The speech features various participants, including actors, sensers, sayers, identifiers, carriers, and existents, enriching its communicative depth.
In his analysis, Eggins (1994: 63) defines tenor as the social role relationships between interactants, highlighting the connection between the speaker, President John F Kennedy, and the audience This relationship is characterized by equality, demonstrated through the friendly address "fellow citizens" and the inclusive pronoun "we." Kennedy employs a mix of political and formal language throughout his speech, utilizing various moods, including declarative, interrogative, and imperative The predominant declarative mood, present in 70 clauses, enhances coherence and clarity, allowing the speaker to assert his points effectively The use of imperative mood in 24 clauses further emphasizes the speaker's message, while the limited interrogative mood in just 2 clauses serves to engage the audience, making the speech more motivating and impactful.
The mode of this spoken text focuses on the thematic structure and meaning conveyed through face-to-face communication The speaker articulates a vision for America's commitment to protecting freedom and aiding other nations in enhancing global quality of life This call to action is directed at both domestic and international audiences, utilizing primarily auditory channels to engage listeners.
There is a high lexical density with a large number of content words and low grammatical intricacy.
Clause and clause complex analysis
The analysis reveals that the text comprises 121 clauses, including 53 clause complexes, with the majority consisting of two or three simple clauses Noteworthy examples include clauses II, V, VII, and others Additionally, there are nine complex clauses formed by four to eight simple clauses, with clause complex IX standing out as a prominent example, containing eight simple clauses This diverse use of clause structures enhances the dynamism and engagement of the speech.
The analysis reveals a significant disparity between paratactic and hypotactic relationships in clause complexes, with only five complexes (II, XIII, XXXIV, XLVII, and L) exhibiting paratactic relations, while hypotactic relations dominate with 22 complexes (V, VII, VIII, IX, XIV, XVIII, XIX, XXI, XXII, XXIII, XXVI, XXVII, XXXI, XXXIII, XXXV, XXXVI, XLI, XLIII, XLIV, XLVIII, LII, and LIII) that illustrate dependent relationships among clauses Additionally, some complexes, such as XVI, XVII, XXVIII, and XXXII, showcase a combination of paratactic and hypotactic relations, enhancing the text's cohesion and persuasiveness Notably, there are no instances of quoting or quoted clauses present in the analyzed complexes.
The majority of semantic relations in the analyzed complexes are elaboration, found in 19 instances, which specify or describe the subject matter This is complemented by enhancement relations, present in 16 complexes, that qualify the subject through references to time, place, manner, cause, or condition Together, these relations clarify the speaker's perspective, effectively persuading listeners to take the desired action.
The analysis of the text in terms of Transitivity, Mood and Theme
2.5.1 The Transitivity pattern of the text
In his 1961 inaugural address, John F Kennedy articulates a vision for America where citizens are committed to safeguarding their freedom and fostering peaceful coexistence with nations globally He urges the American public to take action for the nation's welfare and calls upon people worldwide to collaborate in maintaining international relations to address global challenges This message underscores the importance of collective responsibility in ensuring a better future for humanity For further details, please refer to Appendix 3 on page XV.
In the analysis of transitivity within the text, out of 121 clauses, 79 exemplify material processes, showcasing a diverse range of verbs Notably, the verb "let" is frequently employed in a causative structure, appearing in phrases such as "let the word go" in clause 12, "let every nation know" in clause 17, and "let all our neighbours know."
The article highlights the author's vision for America's future, emphasizing collective action and international cooperation through various linguistic processes The use of material processes, as seen in clauses like "let us unite" and "let us explore," underscores Americans' commitment to securing liberty and enhancing global relations Relational processes frequently convey the state of being, illustrating the nation's values, while mental processes reflect the author's beliefs, such as "we observe today not a victory of party but a celebration of freedom." The verbal process, particularly through the verbs "pledge" and "ask," reinforces the author's call for commitment and service, urging Americans to contribute positively to their country and encouraging the global community to collaborate for freedom Although existential and behavioral processes are minimally represented, the overall message advocates for unity and proactive engagement in both national and international contexts.
The article highlights that a significant portion of the processes is described using present tenses, such as the simple present and present perfect, totaling 35 clauses that reflect current states or actions In contrast, over 20 processes utilize future tenses to indicate actions that may occur in the future.
The text employs a diverse range of circumstantial components, prominently featuring temporal and locational elements, evident in 25 clauses that include terms like "now," "today," "here," and "around the globe." Additionally, it incorporates various circumstances of manner, accompaniment, extent, frequency, cause, role, and degree, using phrases such as "with them," "for the first time," and "out of fear." This rich array of circumstantial expressions enhances the text's depth and clarity, effectively conveying its message.
2.5.2 The Mood pattern of the text
The analysis of mood patterns in the text highlights the connection between the politician and both national and global audiences Notably, nearly fifty percent of the subjects in the clauses are personal pronouns, with "we" appearing 21 times, indicating a strong sense of solidarity and shared responsibility between the speaker and the audience In contrast, the pronoun "you" is used only twice, emphasizing a direct call to individual action from the audience This use of language reflects the rapport the author seeks to establish with listeners.
In addition, various kinds of mood including declarative, interrogative and imperative are used in the text The majority goes to declarative mood which appears in 70 clauses (2, 5, 6, 7, 9, 10, 11, 13, 18, 19, 20, 21, 22, 23, 25, 26, 27, 28,
The speaker employs a coherent structure in the speech, effectively outlining the world's challenges, his proposed solutions, and the core values he intends to uphold The use of interrogative mood in key clauses, such as "Can we forge against these enemies a grand and global alliance?" and "Will you join in that historic effort?" serves to engage the audience and motivate them to unite against various adversities Additionally, the frequent use of the imperative mood, particularly with the verb "let," underscores the speaker's vision of America's freedom and its role in fostering peaceful coexistence with other nations This choice of language not only emphasizes America's strength but also calls for collective action among citizens and allies.
In the article, the author employs the word "let" to propose suggestions, fostering an inclusive mood that engages both the speaker and listeners in shared actions This approach effectively motivates the audience, inspiring them to embrace change Additionally, the use of the imperative mood with the verb "ask" in the clauses further emphasizes the call to action.
112, 113, 114, and 116 to illustrate the author‘s request for service and sacrifice from the audience
It can also be seen from the analysis that there are 22 modal elements used in the text (clauses 19, 32, 34, 35, 40, 44, 43, 48, 50, 61, 62, 63, 87, 92, 93, 95, 103,
The analysis of modalities reveals that four express willingness positively, using "shall" and "will," while one expresses it negatively with "shall not." Additionally, three modalities indicate probability in positive form ("may," "will," and "would") and one negatively ("shall not") For ability, four modalities convey positive ability with "can," contrasted by three that indicate negative ability ("cannot") In terms of prediction, three modalities express positive predictions with "will," while one indicates a negative prediction ("will not") Finally, there is one modality that conveys obligation positively, which is "must."
In the speech, the initial greeting clause serves as a minor clause that lacks a mood pattern Additionally, several non-finite clauses throughout the text, specifically clauses 3, 4, 8, 14, 15, 16, 24, 33, 36, 51, 55, 56, 57, 68, 74, 77, and 79, also do not convey a mood pattern.
2.5.3 The Thematic pattern of the text
As can be seen from the analysis of thematic pattern of the text presented in Appendix 5 at page XXVII , of 86 clauses and clause complexes analysed for theme
In the analyzed text, 66 instances feature unmarked themes while 20 instances showcase marked themes, primarily characterized by contextual elements such as time, place, and manner Examples of marked themes include phrases like "in the past," "now," and "in your hands." Additionally, prepositional phrases such as "to those old allies" and "to our sister republics south of our border" further illustrate marked themes These expressions highlight the relationships and commitments America has with various nations, emphasizing a promise of support and peaceful coexistence.
The analysis reveals that the text predominantly features ideational components, particularly topical themes centered around animate nouns like "We," "I," "You," and "each generation of Americans," highlighting the key entities addressed in the speech High-frequency predicators such as "let" and "ask" underscore the actions that Americans and global citizens aspire to undertake for a brighter future Additionally, the text employs numerous inanimate nouns, including "the world," "the same revolutionary beliefs," and "a free society," which reinforce Americans' commitment to safeguarding their freedom Textual themes primarily consist of positive conjunctions and adversative terms like "but," enhancing the text's cohesion and coherence across 49 clause complexes Notably, the presence of only six interpersonal themes, mainly expressed through the modal verbs "can" and "will," reflects the written nature of the speech.
The Cohesion of the text
Grammatical cohesion, as discussed in chapter 1, consists of five primary types: reference, ellipsis, substitution, conjunction, and structural parallelism While Halliday and Hasan (1976) identified reference, ellipsis, substitution, and conjunction, Nguyen Hoa (2000) introduced structural parallelism However, substitution and ellipsis occur infrequently in the text, making them less noticeable Consequently, the primary emphasis will be on reference, conjunction, and structural parallelism.
Halliday and Hasan (1976) identify three primary types of reference: personal, demonstrative, and comparative, each of which can function anaphorically, cataphorically, or exophorically An analysis of the text in Appendix 6 reveals that demonstrative references, particularly through determiners like "this," "that," "those," and notably "the," are the most frequently used Additionally, personal references are prevalent, utilizing pronouns such as "I," "my," "you," "your," "we," "our," "us," "it," "they," "them," and "his." Specifically, the pronouns "I" and "my" in clauses 114, 112, 108, 107, and 95 denote the speaker, while "we," "our," and "us" appear in various clauses, highlighting collective references throughout the text.
The numbers 61, 58, 54, 48, 11, 9, and 5 signify a connection between the speaker and the audience In clause 113, "you" addresses fellow Americans, while in clause 114, it expands to include citizens of the world Additionally, the comparative expression "the same," found in clause 5 and clause 9, serves to honor the shared revolutionary beliefs and solemn oaths of the forebears, reminding all American citizens of their heritage with respect and tribute.
The analysis reveals that the text contains a total of 205 references, with 113 being anaphoric and 54 cataphoric, while exophoric references account for 38 This indicates a strong connection to the external non-linguistic environment, as evidenced by terms like "state," "time and place," and "this Administration," which require listeners to possess background knowledge for full comprehension Additionally, the text comprises 121 clauses and 138 cohesive ties, resulting in an average of 1.14 ties per clause, highlighting its high level of cohesion.
The text effectively employs conjunctive devices to illustrate the grammatical cohesion between clauses and clause complexes, showcasing the meaningful relationships that exist among them.
As can be seen in the text, 45 conjunctive devices are used, one third of which are employed to constitute the cohesion between clause complexes like for in clause 5,
In the analysis of clause complexes, two-thirds of the employed elements serve to enhance cohesion between clauses Key conjunctions include "because" in clauses 40, 41, and 42, "though" in clauses 3 and 4, and "since" in clause 96, which are essential for creating meaningful connections within the text.
The text predominantly employs the conjunction "and" to establish elaborative relationships between clauses Additionally, adversative conjunctions like "but" and "yet" introduce contrasting information To clarify causal relationships, the text utilizes "for," "because," and "so," while "whether" and "though" are used for concessions Although less frequent, conjunctions indicating subsequent time (e.g., "finally"), positive conditions ("if"), locations ("where"), and specific times ("since," "only when") are also present, along with variations ("instead of") Ultimately, the extensive use of these conjunctive devices enhances the text's cohesion and coherence.
Structural parallelism is prevalent in political texts, and this particular piece exemplifies its effectiveness in conveying the author's message The author emphatically states that America will "pay any price, bear any burden, meet any hardship, support any friend, [and] oppose any foe" to preserve liberty, showcasing a strong commitment to peace and national survival Additionally, the phrases "To those we pledge " and "to we offer " in various clauses help the speaker articulate his ideas while maintaining cohesion, emphasizing a dedication to all nations, irrespective of their government, wealth, or location Another notable instance of structural parallelism is found in the repeated phrase "Let both sides " which reinforces the call for unity and cooperation.
The speaker emphasizes a commitment to resolving issues with troubled nations and fostering unity, utilizing structural parallelism in the phrase, “Now the trumpet summons us again - not as a call to bear arms, though arms we need - not as a call to battle, though embattled we are - but a call to bear the burden of a long twilight struggle.” This technique enhances the text's power and maintains a smooth flow, effectively capturing the audience's attention while reinforcing the speaker's message.
Halliday and Hasan (1976) define lexical cohesion as the "phoric" cohesion created through vocabulary structure, with key types including repetition, antonymy, synonymy, meronymy, hyponymy, and collocation However, hyponymy, meronymy, and collocation are less significant in establishing text cohesion, leading to a primary focus on repetition, antonymy, and synonymy in lexical cohesion analysis The findings detailed in Appendix 7 indicate that the text's lexical cohesion can be effectively summarized through these main elements.
Repetition serves as a significant tool for establishing lexical cohesion within a text An analysis reveals approximately 70 instances of repeated lexical items, with the verb "let" being notably prominent It appears 16 times across various clauses, specifically in clauses 17, 49, 52, 67, 71, 72, 73, 75, and 78, highlighting its crucial role in the text's cohesiveness.
The author effectively uses repetition, citing numbers like 80, 85, and 86, to clearly illustrate key points and motivate the audience to take action By addressing the listeners as "citizens" multiple times, the speaker fosters a connection and maintains their attention throughout the speech The frequent use of terms such as "nation," "free," "freedom," and "unite" reinforces the president's commitment to safeguarding liberty and equality, highlighting the collective determination of the nation to secure its freedom Additionally, the verb "pledge" appears repeatedly, emphasizing the promise of unity and dedication to these ideals.
The author demonstrates a flexible use of language through the strategic repetition of key terms, particularly the lexeme "pledge." This repetition emphasizes commitments such as ensuring the survival of liberty, loyalty to friends, and the drive to alleviate mass suffering, effectively engaging the audience with the significance of these promises Additionally, the phrase "both sides" is reiterated five times, highlighting the importance of unity in addressing shared challenges and fostering peace For instance, the speaker encourages collaboration by suggesting, “Let both sides explore what problems unite us.” Furthermore, the mention of God at the speech's outset underscores the speaker's faith and moral responsibility, reinforcing the gravity of the commitments made.
The author emphasizes the belief that human rights are divinely bestowed, highlighting a deep religious conviction By invoking God as the ultimate judge of our actions and seeking His blessing, the author underscores the importance of individual responsibility in enacting divine principles on earth This repetition not only enhances the speech's cohesion but also effectively communicates the speaker's message to the audience.
The analysis reveals approximately 15 instances of synonymy within the text, which enhances cohesion among clauses and highlights the author's versatile vocabulary choices Notably, the term "signifying" in clause 4 serves as a synonym for "symbolizing" in clause 3, illustrating this linguistic flexibility.
Recapitulation
This minor thesis analyzes the inaugural address by John F Kennedy in 1961 through the lens of systemic functional grammar (SFG), particularly utilizing Halliday's framework It outlines the study's topic, aim, scope, and methodology, culminating in a research question that guides the analysis The first chapter revisits key SFG concepts such as form and meaning, models of context, clauses, metafunctions, and cohesion Chapter 2 provides a comprehensive analysis of the text, focusing on transitivity, mood, theme, and cohesion The findings reveal a predominance of material processes, reflecting the determination and actions of Americans to safeguard their freedom while expressing a desire for peaceful coexistence with other nations Additionally, while declarative mood is most prevalent, the use of interrogative and imperative moods is essential for effectively communicating the speaker's message to the audience.
The article highlights that the theme of the text is predominantly conveyed through unmarked topical themes, utilizing animate nouns such as "We," "I," and "You," along with predicators like "let" and "ask." Marked themes emerge through time, place, and manner circumstances, as well as prepositional phrases that reference various nations and allies The text's cohesion and coherence are enhanced by the strategic use of grammatical cohesion, including reference and conjunctive devices, alongside lexical cohesion through repetition, synonymy, and antonymy Ultimately, this analysis affirms that the text is highly meaningful, concise, and cohesive, showcasing a rich diversity of lexis and structures, which solidifies its status as one of the greatest speeches of all time Additionally, Systemic Functional Grammar (SFG) serves as an effective tool for analyzing the structure and meaning of the text.
Implications of the study
The applications of Systemic Functional Grammar can be practical both in language teaching and learning and in language in use
The functional grammar perspective significantly enhances language teaching and learning by supporting the communicative teaching movement and providing insights into cohesion, modality, and theme choice These elements are crucial for students to improve coherence in writing, fluency in speaking, comprehension in listening, and understanding relationships in reading Teachers can leverage the implications of functional grammar when designing syllabi, focusing on the functions of language items rather than solely on language structure This approach not only aids in tailoring lessons to students' needs but also enhances communicative effectiveness in grammar classes For example, instead of merely explaining tense structures, teachers can present various contextual examples, encouraging students to explore the meanings behind tense usage in those contexts.
By that way, students will understand not only the formation but also the reasons for using this tense and therefore they will apply it for their own purpose effectively
Systemic Functional Grammar (SFG) is essential for analyzing the structure of various texts, including newspaper editorials, academic journals, and literary works A thorough interpretation of any text relies on a solid understanding of its structural and lexico-grammatical elements Additionally, SFG provides a foundational framework for assessing the language employed in specific discourses, particularly within the realm of linguistics, such as in Critical Discourse Analysis.
Suggestions for further study
This study has focused on a single English public speech through the lens of systemic functional grammar, limiting the ability to identify distinctive features related to its meaning and structure To enhance future research, it is advisable to analyze a broader range of similar texts to establish their characteristic traits Additionally, conducting a contrastive analysis of English and Vietnamese public speeches could reveal significant differences in the features of this genre across the two languages.
Alexander, T (2004) Basic Concepts of Discourse Analysis
Brown, G & G.Yule (1983) Discourse Analysis Cambridge: CUP
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Halliday, M A K (1994) An Introduction to Functional Grammar Second edition London: Edward Arnold
Halliday, M A K (2004) Dẫn luận Ngữ pháp chức năng (Hoàng Văn Vân dịch) Hà Nội: Nhà xuất bản Đại Học Quốc Gia
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APPENDIX 1 INAUGURAL ADDRESS BY JOHN F KENEDY IN 1961
Vice President Johnson, Mr Speaker, Mr Chief Justice, President Eisenhower, Vice president Nixon, President Truman, Reverend Clergy, fellow citizens:
Today, we celebrate not just a political victory but the essence of freedom, marking both an end and a new beginning that embodies renewal and transformation I stand before you, having taken the same solemn oath that our ancestors pledged nearly 175 years ago, reaffirming our commitment to these enduring principles.
The modern world presents a stark contrast, as humanity possesses the capability to eradicate both poverty and human existence Yet, the fundamental principles for which our ancestors battled remain relevant worldwide; the conviction that human rights are derived not from governmental generosity, but from divine authority.
We must remember that we are the successors of the initial revolution, as we proclaim to all that a new generation of Americans has emerged—shaped by the challenges of war and a difficult peace, proud of our historical legacy This generation is determined to protect and uphold the human rights that our nation has always championed, both domestically and globally.
Every nation, regardless of its intentions towards us, should understand that we are committed to paying any price and enduring any hardship to ensure the survival and success of liberty We will support our allies and stand firm against our adversaries in this pursuit.
This much we pledge and more
We commit our loyalty to our old allies with whom we share cultural and spiritual roots Together, we can achieve a multitude of cooperative endeavors, but if we remain divided, we risk being unable to confront significant challenges effectively.
We extend a warm welcome to the new states joining the free world, assuring them that we will not allow one form of colonial control to be replaced by a harsher tyranny While we may not always agree with their perspectives, we hope they will consistently champion their own freedom History teaches us that those who recklessly pursue power often find themselves consumed by it.
We commit to supporting the individuals in huts and villages worldwide who are striving to overcome widespread poverty, empowering them to improve their own circumstances Our assistance will be provided for as long as necessary because it is the right thing to do A truly free society must aid the impoverished; otherwise, it jeopardizes the well-being of the wealthy as well.
We extend a commitment to our sister republics to transform our promises into actions through a new alliance for progress, aimed at helping free individuals and governments break free from poverty This hopeful revolution must not fall victim to hostile forces We stand united with our neighbors to resist aggression or subversion throughout the Americas, asserting that this Hemisphere will maintain control over its own affairs.
We reaffirm our commitment to the United Nations, our last hope among sovereign nations, in an era where warfare surpasses peacekeeping efforts Our goal is to ensure it remains more than just a platform for criticism, to enhance its protection for the vulnerable, and to expand its influence globally.
To nations that position themselves as adversaries, we extend a request rather than a pledge: let us both embark on a renewed pursuit of peace, before the destructive forces unleashed by science lead humanity toward planned or accidental self-destruction.
We dare not tempt them with weakness For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed
Neither can two powerful groups of nations find solace in our current trajectory, as both are weighed down by the expenses of modern weaponry and share a legitimate concern over the ongoing proliferation of nuclear arms Yet, they continue to compete in an effort to shift the precarious balance of terror that currently prevents humanity's ultimate conflict.
Let's start fresh, recognizing that civility reflects strength, while sincerity must be validated We should avoid negotiating from a place of fear, yet we must not shy away from negotiations altogether.
Let both sides explore what problems unite us instead of belaboring those problems which divide us
For the first time, both parties should present concrete proposals for arms inspection and control, ensuring that the power to destroy nations is placed under the collective authority of all countries.
Let us embrace the marvels of science, focusing on exploration and innovation rather than fear Together, we can journey into the cosmos, overcome arid landscapes, eliminate diseases, explore the depths of the oceans, and foster creativity in the arts and commerce.
Let both sides unite to heed in all corners of the earth the command of Isaiah to "undo the