INTRODUCTION CHAPTER1:GENER LINTRODUCTION
Rationale of the study
Since its inception in the early 18th century, linguistics has evolved significantly, giving rise to various grammatical approaches, including Chomsky's transformational generative grammar and Bloomfield's immediate constituent grammar Among these, systemic functional grammar, developed by notable linguists such as Halliday, Hassan, Morley, and Bloor, stands out as a valuable tool for exploring the nature of language As Thompson (1996:6) notes, functional grammar offers a comprehensive analysis of sentences, encompassing both form and meaning, as well as their interrelationships.
Functional grammar differs from traditional grammar by emphasizing the use of grammar in communication rather than merely defining rules for grammatical structures While traditional grammar clearly distinguishes between grammatical and ungrammatical sentences, functional grammar focuses on the patterns and lexical choices in texts, highlighting how these elements facilitate interaction among individuals In Vietnam, notable contributions to the study of functional grammar include Cao Xuân Hạo's "Tiếng Việt: Sơ thảo ngữ pháp chức năng" (1991) and Hoàng Văn Vân's "Ngữ pháp kinh nghiệm của cú tiếng Việt" (2005).
Mô tả theo quan điểm chức năng hệ thống Thanks to all these scholars, language is seen to be “closer to life”
Halliday's functional grammar aims to analyze and interpret language by focusing on its meaning, enabling insightful and practical discussions about any text (Halliday, 1994).
In detail, it is particularly helpful for explaining how language is selected and organized in particular ways for particular socio-cultural purposes
Traditional literary analysis is characterized as an interpretive activity, where students engage with texts to uncover and argue the meanings intended by the author (Eggins, 2000).
Text analysis, from a systemic perspective, is primarily an explanatory activity rather than an interpretive one, as highlighted by Eggins (2000) This linguistic analysis aims to clarify both the "WHAT" and "HOW" of a text's meaning, as noted by Halliday and Hasan (1985) By engaging in this analysis, students can develop into effective readers who recognize the constructed nature of texts and the reading positions that writers impose on them, as emphasized by Kress (1990).
As an English teacher, I am committed to enhancing my students' language proficiency and structural accuracy My focus on systemic functional grammar allows me to effectively apply theoretical concepts in my teaching, ultimately benefiting my students' learning experience.
This article explores the semantic and lexicogrammatical features of W Somerset Maugham's short story "Mr Know All" through a systemic functional analysis The choice of this topic is driven by my role as a language teacher, where accurately using and teaching English is essential Analyzing texts to grasp their meaning is crucial for achieving this goal Furthermore, as highlighted by Halliday and Hasan (1985), a deeper understanding of texts through analysis significantly enhances our teaching effectiveness.
That is reason why I choose to explore the semantic and lexicogrammatical features of Mr Know All by Somerset Maugham
1.2 Aim of the study and research questions
This study aims to explore the use of transitivity, mood, and theme in W Somerset Maugham's story "Mr Know All" to convey experiential, interpersonal, and textual meanings.
To achieve this aim, the following research question are raised for exploration:
How are transitivity, mood and theme employed in the story Mr Know All by Somerset Maugham to reveal the experiential, interpersonal and textual meaning ?
This study, part of a minor thesis for a Master of Arts in English Linguistics, aims to explore the semantic and lexicogrammatical features of the short story titled "Mr." Key areas of investigation include transitivity patterns, mood and modality patterns, and thematic patterns, which will provide insights into the text's structure and meaning.
Know All by W Somerset Maugham
This study employs both qualitative and quantitative methods to achieve its objectives The quantitative method facilitates a literature review, re-evaluation of the systemic functional grammar framework, data analysis, and discussion of research findings It focuses on quantifying data and converting it into percentages for thorough discussion and conclusion The analysis of clauses regarding transitivity, mood, and theme is grounded in Halliday’s systemic functional grammar framework.
The study is designed in three main parts:
Chapter 1 – General introduction presents rationale for the study, aim of the study, scope of the study, method of the study and design of the study
Part II – Development – is the main part of the study which is organized around two chapters:
Chapter 2 : Theoretical backgrounds – provides the theoretical framework of the study Its focus is on introducing important concepts of systemic functional linguistics relevant to the topic of the study and a brief introduction to the author and the story Mr Know All
Chapter 3: Data analysis – analyses the semantic and lexicogrammatical features of the story Mr Know All to see how transitivity, mood & modality, and theme are patterned in the story and provides comments based on these findings
Part III – Chapter 4 - Conclusion – summarizes what has been studied; provides some implications for teaching and learning English; and makes some suggestions for further research.
Scope of the study
This study, part of a minor thesis for a Master of Arts in English Linguistics, investigates the semantic and lexicogrammatical features of the short story "Mr." Key areas of focus include transitivity patterns, mood and modality patterns, and thematic patterns, providing a comprehensive analysis of the text's structure and meaning.
Know All by W Somerset Maugham.
Methods of the study
This study employs both qualitative and quantitative methods to achieve its objectives The quantitative approach is utilized for literature review, re-evaluating the systemic functional grammar framework, and analyzing data to derive results It focuses on calculating data and converting it into percentages for discussion and conclusions Clause analyses regarding transitivity, mood, and theme are grounded in Halliday's systemic functional grammar framework.
Design of the study
The study is designed in three main parts:
Chapter 1 – General introduction presents rationale for the study, aim of the study, scope of the study, method of the study and design of the study
Part II – Development – is the main part of the study which is organized around two chapters:
Chapter 2 : Theoretical backgrounds – provides the theoretical framework of the study Its focus is on introducing important concepts of systemic functional linguistics relevant to the topic of the study and a brief introduction to the author and the story Mr Know All
Chapter 3: Data analysis – analyses the semantic and lexicogrammatical features of the story Mr Know All to see how transitivity, mood & modality, and theme are patterned in the story and provides comments based on these findings
Part III – Chapter 4 - Conclusion – summarizes what has been studied; provides some implications for teaching and learning English; and makes some suggestions for further research
DEVELOPMENT
THEORETICAL BACKGROUND
It is not the aim of this chapter to present a comprehensive account of systemic functional linguistics; such an account is now widely available: Halliday
(1992, 1996); Matthiessen (1995); Halliday & Martin (1981, 1993); Halliday & Hasan (1985); Berry (1975, 1977), Hasan, Cloran & Butt (1996); Hoang Van Van
In this chapter, I will focus on key features of the model that are pertinent to grammatical studies, following Hoang Van Van (2012) The review will be organized into two main sections: semantics, which pertains to the stratum of meaning, and lexicogrammar, related to the stratum of wording, emphasizing metafunctional resonance.
Semantics represents the pinnacle of linguistic study, focusing on the systems of meaning within a language It explores how sentences connect to the real world, encompassing aspects such as people, actions, and places.
Lexicogrammar, a key concept in systemic functional linguistics, highlights the interconnectedness of vocabulary (lexis) and syntax (grammar) As outlined by Halliday (2014), it encompasses a metafunctional spectrum that ranges in delicacy from grammar to lexis, organized into a hierarchy of ranked units This framework underscores the essential relationship between language structure and meaning.
As the upper of the two content strata within language, semantics is the interface between context and lexicogrammar as presented in the diagram below
Mapping is seen as a process of decoding lexicogrammatical structures to uncover the speaker's intended meaning Semantics plays a crucial role in converting experiences and interpersonal relationships into linguistic expressions, while lexicogrammar translates these meanings into words from the speaker's viewpoint Consequently, listeners interpret the speaker's meanings by analyzing the selected lexical items and their grammatical arrangements.
This chapter will examine fundamental concepts related to the thesis topic, specifically transitivity, mood, and theme Before delving into these elements, it is essential to introduce the principles of systemic functional linguistics.
Systemic functional linguistics, developed by Michael Halliday at the University of Sydney, views language as a resource for meaning-making within cultural contexts This theory is grounded in Firth’s system-structure theory, emphasizing the relationship between language and its functional use in society.
Since the 1950s, formal grammar, pioneered by Noam Chomsky and his followers, focuses on the structure of individual sentences, aiming to describe language as it exists This approach establishes rules for determining grammatical correctness, guiding language users on what constitutes right or wrong usage In contrast, functional linguists prioritize the practical application of grammar and its societal functions, with scholars like Halliday emphasizing the relationship between language and its context.
(1994) views language not as a system of rules but as “a system of meaning”
Halliday examines language from an external perspective, asking why its structure is the way it is rather than any other way He concludes that the organization of language mirrors the various functions it must fulfill as a means of communication.
Social communication illustrates how individuals utilize language to create meaning and effectively manage their social interactions Systemic functional linguistics emphasizes the functional aspects of language, focusing on meaning rather than merely its structure (Eggins, 1994; Martin, 1985; Lock, 1996).
Systemic functional linguistics is characterized by its systemic and functional aspects It is systemic as it relies on systemic theory, which prioritizes meaning as the core component in language analysis According to Halliday (1994), this approach highlights the importance of understanding language through its meaning and context.
“systemic theory is theory of meaning as a choice, by which a language or any other semiotic system is interpreted as networks of interlocking options” (Halliday,
Systemic functional linguistics, as outlined by Halliday (1985), investigates the formation and usage of language It emphasizes the functional aspect of language, focusing on how it is employed in communication This framework is represented through three key metafunctions: experiential, textual, and interpersonal.
2.2.1 Strata of the systemic functional model
The model below is based on Halliday (1978 and elsewhere), Hasan (1993,
1995, 1996; Hasan & Perrett (1994); Teich (1999) and Hoang Van Van (2012) in interpreting language as consisting of four strata, which are termed: context – semantics – lexicogrammar and phonology
Figure 1 - Four strata of systemic functional model
Phonology represents the sound system of a language, while lexicogrammar encompasses its wording system Semantics pertains to the meaning conveyed in a language, and context relates to the social framework surrounding communication.
According to the model, each stratum can be subdivided into functional components, with the semantic stratum focusing on ideational, interpersonal, and textual functions of language Ideational meaning pertains to how representational tools are utilized to convey ideas In the context stratum, functional components include field, which refers to the activities occurring during the communicative event; tenor, which addresses the social roles and relationships involved; and mode, which describes the communication channel and medium used.
This study will concentrate on specific components of systemic functional linguistics, particularly the interplay between semantics and lexicogrammar By examining these two strata, the research aims to uncover their significance and the ways in which lexicogrammar reflects and influences semantic meaning.
In systemic functional linguistics, the primary unit of analysis is the clause, not the sentence A clause integrates three distinct types of meaning, represented through three different structures that correspond to various semantic organizations These structures work together to create a cohesive expression, known as meta-functions, which are essential for understanding the complexity of meaning in language.
In order to account for this meaning-making potential of language, Halliday
(1994) proposes three metafunctions at a semantical level:
Experiential – “construing a model of experience”
Textual – “creating relevance to context”
THE SEMANTIC AND LEXICOGRAMMATICAL FEATURES OF THE
SHORT STORY MR KNOW ALL 3.1 W Somerset Maugham and the story Mr Know All
William Somerset Maugham, born on December 25, 1874, at the British Embassy in Paris, was the fourth of seven children to socialite and writer Edith Mary Snell and lawyer Robert Ormond Maugham His literary acclaim is largely attributed to four major works: "Of Human Bondage" (1915), "The Moon and Sixpence" (1919), "Cakes and Ale" (1930), and "The Razor’s Edge" (1944) Maugham passed away in 1965.
The thesis draws on the short story "Mr Know All," showcasing W Somerset Maugham's masterful use of irony and his keen understanding of the complexities of human nature Set on a post-World War I voyage from San Francisco to Yokohama, the narrative follows Mr Kelada, a wealthy British merchant of Oriental descent, as he interacts with a group of Westerners The unnamed British narrator harbors an initial dislike for Mr Kelada, but ultimately, the jeweler's selfless act to protect an American woman's marriage reveals his true character, leading the narrator to respect him by the story's conclusion.
The article is structured into three distinct parts: the first part introduces the narrator, a prejudiced man who immediately expresses his dislike for his cabin mate, Mr Kelada The second part explores the narrator's experiences sharing a cabin with Kelada, highlighting the complexities of their relationship In the final part, a dinner conversation unexpectedly shifts to pearls, culminating in a revealing moment that impacts the narrator's perception of Kelada This narrative arc emphasizes themes of bias and the evolution of understanding between individuals.
In the story, Mr Kelada, known as "Mr Know All" by fellow passengers, takes charge of organizing social activities on the cruise, showcasing his confidence and charm The narrative introduces Mr and Mrs Ramsay, leading to a pivotal moment when Mr Ramsay challenges Mr Kelada regarding the authenticity of Mrs Ramsay's pearls Just as Mr Kelada is ready to reveal the truth about the pearls, he notices Mrs Ramsay’s distressed expression and chooses to concede, claiming the pearls are fake, despite the potential loss of a $100 bet The following morning, a $100 note mysteriously appears at the cabin door, hinting at a deeper understanding of honor and compassion.
In W Somerset Maugham's short story "Mr Know All," the narrative explores the theme that first impressions can be misleading and appearances deceptive The protagonist, Mr Know All, initially perceived as a boastful and unpleasant individual, reveals himself to be a sensitive and courageous gentleman In contrast, Mrs Ramsay, admired for her modesty and virtues, is ultimately unfaithful to her husband This juxtaposition emphasizes the importance of evaluating individuals based on their actions and responses in challenging situations rather than superficial traits The story subtly conveys a profound moral lesson, which is why it resonates deeply with me and serves as the focal point of my study.
3.2 The analysis of the story in terms of clause and clause complex
The article analyzes the use of clauses and clause complexes, noting a total of 384 clauses, with 157 being clause complexes These complexes often consist of two or more clauses, showcasing the techniques of experienced authors who employ a variety of structures to enhance the liveliness of their writing While an excess of independent clauses can create a choppy feel, an overabundance of complex clauses may hinder readability The story effectively balances these elements, utilizing clause complexes to convey meaning with precision and clarity.
The article presents 25 insights that are easily digestible for readers, maintaining clarity despite the use of complex clauses Its remarkable brevity enhances the storytelling experience For a detailed examination of the clauses and clause complexes, refer to APPENDIX 1.
3.3 The analysis of the story in terms of transitivity
The article analyzes the experiential component of meaning in the narrative, revealing that out of 384 total clauses, there are 150 material clauses, 108 relational clauses, 56 mental clauses, 44 verbal clauses, 17 behavioral clauses, and 9 existential clauses Further details are provided in the subsequent sections.
Material clauses are concerned with our experience of the material world
In "Mr Know All," the narrative is driven by 150 material processes that illustrate action and experience Key examples include "had just finished," "to get in," and "had to put up with," showcasing the characters' interactions and developments Other significant actions such as "sat down," "went on," and "are sharing" reflect the dynamics of the story Additionally, phrases like "was born," "chose," and "is nourished" highlight the characters' backgrounds and motivations The frequent use of these material processes emphasizes the theme of action throughout the narrative, contributing to a vivid portrayal of the characters' experiences.
121, finished in 123, seized in 124, would go down in 131, get in 132, have taken in
135, might sit in 138, shared in 140, ate in 141, could not walk in 142, to snub in
144, occurred in 145, might have kicked in 152, slammed in 153, ran in 157, managed in 158, conducted in 159, collected in 160, got up in 161, organized in
In 162, arrangements were made in 163, and by 167, significant changes took place Despite challenges in 175, progress continued, leading to developments in 176 and 177 Activities resumed in 180 and 185, while efforts were stationed in 190 By 192, noticeable advancements bulged forth, and plans to resume operations were set for 194 Continuous efforts in 197 achieved remarkable results by 202, though concerns arose in 203 regarding payments As the situation evolved, a sense of optimism shone in 208, while circumstances drifted in 209 Teams were making strides in 211, emphasizing the need for a strategy that must diminish challenges in 213, as urgency rushed in.
216, could not resist in 221, stung in 225, thumped in 226, am going to in 230, to look into in 231, goes in 235, was going in 241, pointed in 245, wore in 246, take in
247, flushed in 250, slipped in 251, leaned in 252, gave in 253, flickered in 254,
In a series of transactions, 26 was not purchased at 260, but was acquired at 265, with payment made in 267 Subsequent purchases occurred at 270, followed by a flush in 271 Bets were placed in 275 and 276, and by 278, actions were completed However, by 279, betting was no longer an option Moving forward to 283, entry was possible, though it was advised not to take risks by 285 Activity continued into 287, with the understanding that one could afford to lose by 292 Finally, there was a significant takeoff in 294, leading to further investments.
In the process of examining various actions, it was noted that certain events cannot be undone, such as those that occurred in 299 As time progressed, individuals had to take in their circumstances, with significant moments jumping up in 306 and being handed in for review by 308 The situation spread and was caught in 314, while efforts were held in 319 until they were stopped in 323 Emotions ran high, leading to flushed cheeks in 324, as one was making choices that took them out of their comfort zone in 335 Lessons learned will teach future generations, as actions taken in 340 and the trembling responses in 342 illustrate the challenges faced Ultimately, individuals had to put up with their realities, having been caught in 347, leading to a decision to retire in 348 As life continued, they got up in 349 and began to shave in 350, reflecting on moments spent smoking in 352, while pushing forward into the unknown.
355, opened in 356, picked up in 359, was addressed in 361, was written in 362, handed in 363, opened in 365, took out of in 366, tore in 369, gave in 370, did in
372, shouldn’t let spend in 379, stayed in 380, reached in 383, put in 384
The material processes in the narrative effectively illustrate the physical actions of key characters, including Mr Kelada and Mr and Mrs Ramsay, as well as the narrator This emphasis on material processes aligns with the story's narrative style, allowing for a vivid portrayal of actions that reveal Mr Kelada's character Consequently, readers gain insight into the characters' emotional experiences through these dynamic depictions.
The story contains 108 relational processes, a key type of process that characterizes and identifies individuals and objects These processes are primarily expressed through the verb "be," reflecting the concept of "being." Notably, they involve two inherent participants, as seen in various instances throughout the narrative, including examples in sentences 4, 5, 10, 17, 26, 29, 39, 40, 48, 62, 63, 74, 75, 92, 95, 100, 143, 147, 150, 155, 164, 165, 168, 169, 171, 173, and 178.
The article discusses various numerical references, highlighting significant moments and actions It mentions that suggestions were made in 15, while events occurred in 21 and 31 The author reflects on their current state in 41 and 50, emphasizing feelings and experiences in 46 and 51 Key insights are found in numbers like 57, 96, and 104, with further reflections in 133, 199, and 249 The text explores the concept of feeling in 67 and 98, alongside the notion of lasting experiences in 112 The author acknowledges past events in 154 and 170, and considers hypothetical situations in 181 Overall, the article weaves together these numerical references to illustrate a journey of emotions and experiences.
27 having been in 195, possessed in 204, may be in 205, is not in 206, 237, should be in