INTRODUCTION
Rationale of the study
Language serves as a powerful means of communication, enabling us to express meanings and fulfill various functions in different contexts English has emerged as a global language and the second language for many nations Systemic Functional Grammar is gaining attention among researchers and linguists, highlighting the importance of syntax in defining the rules and structures that govern sentence formation Grammar plays a crucial role in understanding word sounds, meanings, and the arrangement of words to create coherent sentences Additionally, linguistic items are analyzed from multiple functional perspectives, as a single linguistic unit can serve various purposes simultaneously.
Language is a fundamental tool for human communication, enabling us to express our thoughts and emotions about various aspects of life, including literature, social issues, and politics As noted by Habermas (1992), communication is a complex and dynamic process that allows individuals to convey their physical, emotional, and psychological needs This exchange of information not only enriches our own lives but also enhances the experiences 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 the intended message Systemic Functional Grammar (SFG) facilitates this by illustrating the relationship between context and text, enhancing comprehension In functional linguistics, it is revealed that language conveys three interrelated types of meaning—textual, interpersonal, and ideational—each shaped by situational contexts such as mode, tenor, and field (Halliday, 1978, p.123).
Functional Grammar has garnered significant interest from both linguists and learners due to its comprehensive analysis of language's nature and functions Numerous studies have been conducted utilizing Functional Grammar, highlighting the social functions of language as emphasized by Halliday Additionally, the research contributions of Schegloff, Jefferson, and Sacks are crucial in understanding conversation dynamics, turn-taking, and other elements of spoken interactions (Schegloff, Jefferson, & Sacks, 1977).
Language serves various functions depending on the context, such as in stories, news articles, speeches, poems, movies, or songs Speech, as a crucial aspect of language, involves the production of signals through human exhalation, phonation, articulation, and resonance, communicated acoustically and auditorily (Milloy, 2013).
The author has chosen to analyze speech as a key research object due to its vital role in daily communication Language serves as an essential tool for political communities, fostering group awareness and reinforcing the significance of voters' participation According to Van Dijk (1997), each political speech reflects the speaker's intentions and serves a specific purpose.
The speech captivated audiences not only through its compelling language but also by utilizing various semiotic resources such as facial expressions, gestures, and intonation, along with strategic pauses that heightened its emotional impact Given its widespread attention and significant resonance, it is essential to analyze the elements that contributed to its success.
The writer selects Martin Luther King Jr.'s speech due to its status as his most renowned and impactful address among his seventeen speeches This influential speech resonated not only in America but also reached Vietnam, the writer's homeland.
In his speech "Beyond Vietnam: A Time to Break Silence," Martin Luther King Jr vehemently opposed America's involvement in the Vietnam War, highlighting the moral implications of the conflict He also criticized the American stance against North Vietnam's land reforms, emphasizing the need for a more compassionate and just approach to international relations.
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 had the remarkable ability to resonate with and inspire millions.
“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 Before his tragic assassination, King delivered eleven influential speeches that left a lasting impact on the civil rights movement.
[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 their implications.
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 the third edition revised by Halliday and Christian M.I.M Matthiessen in 2004 It examines aspects of Field, Mode, and Tenor, as well as thematic progression patterns as outlined by Eggins in 2004 The analysis is based on Martin Luther King’s speech, “Beyond Vietnam: A Time to Break Silence,” highlighting the limitations of knowledge and time allocation in this research.
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
"Vietnam: A Time to Break Silence" aims to enhance readers' understanding of the language used in political speeches through the lens of functional grammar This study seeks to provide valuable insights for both teachers and learners regarding the application of political speech It encourages English users to approach political speeches from new perspectives, reevaluate them through functional grammar, and improve their communication skills, language teaching, and 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 outlines the essential terms and key theoretical concepts of functional grammar that underpin the study, ensuring that readers can easily navigate the subsequent sections of the research Additionally, it reviews relevant previous studies 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, addressing the previously stated research questions It outlines the frequency and lexico-grammatical realizations of each feature across three metafunctions, as well as the thematic progression patterns observed.
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 theories from Halliday (1985), Gerrot and Wignell (1994), and Enggins (2004), the study explored how metafunctions are expressed and connected to situational context through 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 through the lens of speech acts theory Their study revealed how the speaker effectively utilized rhetorical strategies to advocate for equality and combat racism, while also identifying the underlying socio-economic and political ideologies present in the address.
Research on political speeches has often 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 Traditionally, a text is defined as any written or spoken material that conveys meaning in context, ranging from simple phrases like a stop sign to complex works such as novels Essentially, any coherent sequence of sentences that relates to a common theme can be classified as a text.
For Halliday and Hasan (1976, p 1-2), the notion „text‟ is:
In linguistics, a text is defined as any passage, whether spoken or written, that constitutes a unified whole It serves as a unit of language in use, distinct from grammatical units like clauses or sentences, and is not determined by its length Instead, a text is best understood as a semantic unit, focusing on meaning rather than form.
Functional linguists examine texts, whether spoken or written, by considering their functional aspects A text is defined as "a harmonious collection of meaning appropriate to its context" (Butt & 2000) Understanding a text fully often requires referencing its contextual background, which can be analyzed through two lenses: the context of culture and the context of situation The context of culture encompasses the broader sociocultural environment, including ideology, social conventions, and institutions, while the context of situation pertains to specific circumstances within that environment (Droga & Humphrey).
The functional approach to grammatical analysis has gained prominence over the past three decades due to its comprehensive theory of the grammatical structure of natural languages Renowned linguist M.A.K Halliday is recognized for his influential grammatical theory, detailed in his seminal work, "An Introduction to Functional Grammar," first published in 1985 This foundational text saw a revised edition in 1994, followed by a third edition in 2004, co-authored with Christian Matthiessen, further solidifying its significance in the field of linguistics.
Systemic Functional Grammar (SFG), created by Halliday and colleagues, revolutionizes language learning by viewing language as interconnected options for meaning Unlike traditional grammar models, SFG emphasizes the relationship between grammatical systems and their functions 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 using mood and modality; and the textual metafunction, which involves constructing text primarily through the system of theme (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 can be examined through its interpersonal function, which is expressed via mood and modality This metafunction focuses on the social dynamics between the speaker and the listener, emphasizing clauses as exchanges Additionally, it highlights language as a means of interaction among individuals, facilitating communication and understanding.
“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)
Halliday (1994) emphasizes the significance of the interpersonal metafunction in social relationships, highlighting how individuals establish and negotiate their positions through communicative exchanges This aspect of meaning focuses on fundamental speech roles, which include providing information (statements), requesting information (questions), and issuing commands (commands), thereby facilitating the dynamics of interaction.
The interplay between speech roles—giving and demanding—and commodity types—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, respectively.
(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 language align with specific grammatical structures: declarative clauses effectively convey statements, interrogative clauses are used for questions, and imperative clauses express commands These three types represent the primary options within the Mood system of clauses.
Halliday and Matthiessen (2004) explain 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 not considered In contrast, major clauses are either indicative or imperative; indicative clauses can be further classified as declarative or interrogative, with interrogative clauses having additional subcategories.
"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 shaped not only by mood but also by modality, which reflects the speaker's assessment of probabilities and obligations related to their statements According to Ton Nu My Nhat (2004), modality is a multifaceted aspect of English grammar that allows language users to convey their attitudes and judgments in diverse ways.
Polarity represents a choice between affirmative and negative responses, but it also encompasses intermediate degrees of uncertainty, such as "sometimes" or "maybe." These varying levels of indeterminacy, situated 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
Halliday and Matthiessen (2004) identify two types of modality: modalization and modulation Modalization addresses the distinction between propositions, which represent the positive and negative poles of assertion and denial In contrast, modulation focuses on proposals, dealing with the positive and negative poles of prescription and proscription Thus, modality encompasses both the assertion of propositions through modalization and the regulation of proposals through modulation.
Modalization relates to propositions, which serve as the basis for exchanging information Propositions can be affirmed or denied, and the modality system helps to define 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 In this context, intermediate points indicate varying degrees of obligation, such as "allowed to," "supposed to," and "required to," while offers reflect degrees of inclination, including "willing to," "anxious to," and "determined to." Proposals differentiate between positive actions, such as "do it," and negative actions, like "don't do it." Modulated clauses can take the form of offers, requests directed at the listener, or suggestions for joint action, exemplified by phrases like "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, 513 clauses were analyzed and categorized based on three metafunctions: Interpersonal, Experiential, and Textual The examination of the mood structure within the Interpersonal function revealed that the speech comprised 482 declarative clauses, 24 interrogative clauses, and 7 imperative clauses Additionally, the modality analysis identified 49 clauses of modalization, which included 37 clauses indicating probability and 12 clauses indicating usuality, along with 98 clauses of modulation, consisting of 60 clauses related to obligation.
The analysis of the speech revealed a complex transitivity structure within its experiential function, comprising 264 clauses of material processes, 101 relational processes, 68 mental processes, 48 verbal processes, 17 behavioral processes, and 15 existential processes In terms of textual function, the speech featured 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 included 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 introduced to analyze clauses based on three metafunctions: Interpersonal, Experiential, and Textual This framework encompasses key linguistic features such as Mood and its various types, Modality along with its classifications, the six Transitivity processes, and different types of Theme Additionally, Eggins' theory plays a significant role in this analysis.
(2004) is applied to study sentences in the light of the thematic progression patterns.
Summary
In this chapter, we outline the sources utilized, detail the methods and steps taken for data analysis, and provide an explanation of the reliability and validity 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 indicates that declarative mood is predominant in King's speech, appearing in 482 clauses, which constitutes 93.9% of the total This choice reflects a common trend in political speeches, where declaratives are typically the most frequent, followed by interrogatives and imperatives The use of the declarative mood emphasizes the speech's primary objective of conveying information effectively.
In his reflections, King shares critical insights about the misconceptions surrounding the Vietnam War, emphasizing the need to halt the conflict despite the personal risks he faces in opposing his government He addresses the backlash from critics who argue that his focus on international issues detracts from civil rights for African Americans, asserting that his religious convictions compel him to advocate for peace and understanding among nations King highlights the difficulty of urging Americans to reject violence while their country engages in military action abroad He makes a compelling case for a "true revolution in values," cautioning against prioritizing war expenditures over social welfare and clarifying that his critique extends beyond the Vietnam War Ultimately, King envisions a more enlightened future for society.
E1: A few years ago there was a shining moment in that struggle [72]
A few years prior to April 4, 1967, there was a significant moment that represented hope for the impoverished, regardless of race, through America's poverty program Unfortunately, this initiative was overshadowed and neglected due to the focus on the Vietnam War.
The interrogative mood is utilized in 24 clauses, representing 4.7% of the speech (table 4.1) While it typically serves to pose questions that invite responses, this particular public speech primarily aims to inform the audience about appropriate actions rather than seeking answers An example of an interrogative clause is provided below.
In example 2, the question posed prompts American citizens to recognize that their government is contradicting a core principle outlined in the Declaration of Independence This realization leads them to critically evaluate the morality of the Vietnam War, drawing parallels with their own nation's foundational beliefs.
King employs the interrogative mood not to seek answers but to captivate the audience's attention and underscore his message, encouraging them to reflect deeply and ignite their passion for resolving the conflict.
Questions in speech, though few in number, play a crucial role and come in two 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 of 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" highlights the concept of "violent coannihilation," which stands in stark contrast to the principles of peace and justice King warns of the grave 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 prompt the listener to provide missing information, with the WH-element indicating what is absent Essentially, the speaker is requesting information from the addressee, who is expected to supply it.
E4: “Why are you talking about war, Mr King?” [43]
In Example 4, the King poses a wh-question that the hearers cannot answer due to their lack of knowledge about their world He emphasizes that the war has robbed his people of political, economic, and social opportunities Additionally, the war has devastating effects in Vietnam, resulting in the destruction of lives and villages, and causing the deaths of many, particularly children.
Questions in a speech foster interaction between the speaker and the audience, creating a more informal atmosphere that demonstrates the speaker's concern for the audience's opinions However, since speeches do not allow for immediate feedback, speakers like King pose questions without seeking actual responses, as he is already aware of the answers and knows the audience shares the same views Essentially, King imposes these answers on the audience, showcasing the influence a speaker has over their listeners.
Engaging questions emphasize shared answers, fostering a sense of commonality between the speaker and the audience, which enhances information retention This technique not only captures listeners' attention but also leaves a lasting impression through rhythmic questioning, ultimately boosting the persuasiveness of the message.
Imperative clauses are infrequently found in speech, occurring only seven times and comprising 1.4% of the total (table 4.1) However, they play a crucial role in analyzing interpersonal meaning The imperative mood conveys two primary messages: it can issue a command for others to act or extend an invitation for collaborative action A notable pattern in the use of the imperative mood is the structure "let," as illustrated in the examples below.
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 a common cause His message aims to inspire collective action, motivating audiences to collaborate in pursuit of a shared goal.
4.1.1.3 The usage of mood structures to express the interpersonal function
In his speech, Martin Luther King predominantly employs the declarative mood, establishing himself as an informed speaker intent on delivering a powerful message This informative approach allows him to condemn the Vietnam War, highlighting its detrimental effects on poverty, national values, morality, and societal hatred King advocates for a future free from violence, using rhetorical questions to engage the audience, fully aware that they share his views Additionally, he utilizes the imperative mood, particularly the "let" structure, to encourage collective action against conflict, urging his audience to pursue a transformative revolution for a brighter, enlightened future.
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 dominating at 51.5% The Relational process follows at 19.7%, nearly half the percentage of Material processes 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
In the analysis presented in Table 4.3, the material process is predominant, comprising 51.5% of the six types of processes examined This indicates that the writer predominantly employs clauses featuring action-expressing 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, the "actor" is identified as "our society," highlighting the broader implications of these actions.
The term "goal" refers to "the black young men," which contrasts with example 11 due to its use of passive voice When analyzing material processes, it's essential to first identify the verb and then determine the voice Halliday emphasizes that the distinctions between active and passive voice relate to Theme and Rheme (Martin, 2013) This structure allows the audience to clearly understand the actions and their recipients Ultimately, King aims to direct the audience's attention to the key messages 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" serve as the "actor" responsible for the action of "paying," which involves the heavy toll of "smashed hopes at home, and dealt death and corruption in Vietnam." King emphasizes that both the impoverished in Vietnam and those in America suffer the repercussions of U.S policies that endorse 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, highlighting the challenge of not easily assuming the task of opposing their government's policies King illustrates the difficulties he encounters when voicing his opinions, acknowledging the significant challenge of 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 severe criticism for his ruthless suppression of opposition, support for exploitative landlords, and refusal to engage in discussions about reunification with the North.
E16: (Diem) supported their extortionist landlords [209]
In example 16, "Diem" signifies Vietnam's policy during that period, which aims to "support" the impoverished population against their exploitative landlords Instead of 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 hopeful future envisioned by King, while "a new revolution" signifies the emergence of a transformative political regime.
The relational process accounts for 19.7% of frequency and includes both identifying and attributive processes In this structure, the attributive element clarifies or explains the meaning of the notion presented in the Carrier part, making it ascriptive.
E18: that we have no honorable intentions in Vietnam [372]
In example 18, the phrase "no honorable intentions in Vietnam" serves as an ascriptive attribute of "we," which is identified as the Carrier This relationship is not reversible, highlighting a key distinction between the two modes discussed by 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, allowing him to convey richer information to his audience His focus on detailed explanations aims to provide listeners with valuable insights Nevertheless, he incorporates Identifying language to showcase his extensive knowledge, enhancing the vividness of his speech.
Mental processes represent 13.3% of language use, as noted by Halliday (2004), who describes mental clauses as related to our personal experiences and consciousness (p.197) This highlights the importance of cognition, as individuals often use this type to convey their knowledge and share information they possess.
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 expresses a deep desire to break the silence surrounding the war, speaking not just for himself but for all Americans and Vietnamese By utilizing a strong sense of desideration, he emphasizes his commitment to advocating for peace and encourages listeners to take action against the harsh realities of war, ultimately aiming to improve people's 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 King's speech, the predominant use of "I" highlights his central role as the speaker, emphasizing his personal commitment to the message Additionally, the use of "we" serves to unite King with his audience, encompassing both Americans and listeners worldwide, and underscores the collective responsibility to address significant issues affecting not only the nation but the entire globe.
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 topical themes comprising 56.5% of the data in 410 clauses, while couples account for 37.2% in 270 clauses In contrast, interpersonal themes are notably less frequent, representing only 6.3% across 46 clauses.
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 features three distinct types of themes: topical, textual, and interpersonal Topical themes are represented through subjects, processes, and circumstantial adjuncts, while textual themes serve as cohesive devices, primarily in the form of conjunctive adjuncts Interpersonal themes reflect the relationships between participants and the viewpoints expressed within the clauses, often taking the shape of modal adjuncts and epistemic modality An analysis of the 513 independent clauses in the speech reveals the frequency of each theme type.
In the speech, topical themes account for 56.5% of the overall themes, with each sentence featuring a single topical or ideational theme A topical theme, which is essential to the structure of the speech, can manifest as a participant, process, or circumstantial adjunct Predominantly, these topical themes are expressed through pronouns, particularly the use of first-person pronouns such as "I."
Speech serves as a vital form of communication between an individual and an audience In Martin Luther King Jr.'s speech, he expressed his insights and perspectives on the societal issues of his time By employing pronouns such as "you" and "we," King effectively engaged his American audience, making his message more relatable and impactful This use of participant-oriented language exemplifies how topical themes can enhance the connection between the speaker and the 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 the participants involved, specifically referring to the audience directly addressed or 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 desired outcome, American citizens should follow a series of actionable steps Begin by identifying the main goal, then prioritize the necessary actions Next, engage with the community to foster collaboration and support Finally, evaluate the progress and adjust strategies as needed to ensure success This structured approach emphasizes the importance of taking initiative and following through with clear, imperative actions.
Topical themes can also manifest as circumstantial adjuncts that serve as circumstances In comparison to participant and process topical themes, circumstantial adjuncts account for 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 constitutes 6.3% of the total, represented in 46 clauses Notably, connective and adverbial groups serve as textual themes, enhancing coherence by linking ideas from previous sentences Positioned at the beginning of sentences, these elements clarify relationships between ideas, making it easier for readers and listeners to comprehend the text.
When multiple themes are present in a clause, the topical theme may coexist with either a textual or interpersonal theme The textual theme often involves 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, with the latter clause providing additional information about the former This linking element enhances the coherence of the sentences, ensuring that the relationship between the ideas is clear and well-defined.
E31: because my conscience leaves me no other choice [2]
The conjunction "because" serves as a textual theme that introduces explanations for the reasons or causes related to the conditions mentioned in preceding clauses This structure helps clarify the relationship between statements, enhancing understanding and coherence in writing.
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 in a text precedes the rheme and highlights the relationship between participants or the viewpoint expressed in the clause According to Halliday and Matthiessen (2004), interpersonal themes can convey various meanings such as probability, typicality, obviousness, opinion, admission, persuasion, presumption, desirability, or prediction For instance, the application of interpersonal themes can be illustrated through specific examples in the text.
E33: Perhaps a new spirit is rising among us [32]
In the sentence "perhaps," the speaker conveys a personal judgment regarding his opponents, reflecting on their qualities King expresses his emotions and hopes for the people to embrace a renewed spirit.
Discussions on the uses of topical, interpersonal and textual theme
The thematic analysis reveals that the topical theme dominates with 56.5%, primarily represented by pronouns such as "I," "We," "They," and "You." This indicates that King relies on familiar concepts for the audience, presenting them as established knowledge The subsequent information serves as the "news," highlighting what King considers new, unexpected, or significant for the listeners The organization of this information reflects ideological influences Additionally, the textual theme helps convey the chronological order of events in the speech, linking ideas and providing comprehensive context for the audience Finally, the interpersonal theme articulates King's attitudes and viewpoints, fostering cohesion throughout the speech.
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 versus multiple themes in King's speech, showing that multiple themes were utilized significantly more, accounting for 68.6% of the total with 352 clauses, compared to simple themes, which made up 31.4% with 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 (%)
According to Table 4.7, the constant theme pattern is the most frequently occurring thematic progression in Ivanka Trump's speech, accounting for an average of 74.9% This pattern significantly surpasses the second most common, which is the constant theme pattern at 24.9% In contrast, the multiple rheme pattern is notably rare, comprising only 0.2% of the speech.
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 presented as the theme throughout a text This pattern fosters cohesion by emphasizing the topical theme The constant theme pattern is recognized as the most prevalent form of thematic progression in speech An illustrative example of this constant theme pattern can be observed in various texts.
The repetition of the theme "I" throughout the text emphasizes its significance, with each subsequent theme merely reiterating the previous one Despite this repetition, new information is introduced in each rheme, yet these rhemes are not further developed in later themes Consequently, the thematic structure remains consistent from the first theme "I" to the last, creating a discernible pattern as illustrated in Figure 2 below.
Figure 4 1 The constant theme pattern of thematic progression
A constant theme in speech text fosters a sense of simplicity and repetition, making the content easily understandable and memorable for the audience This technique is particularly effective as it allows the speaker to emphasize strong points by reiterating key ideas throughout the speech For instance, King begins by outlining the reasons for his address, using thematic progression to provide detailed explanations on specific topics This approach ensures that listeners grasp the speaker's message clearly and effectively.
The recurring pattern in text is not limited to the direct appearance of the same theme or pronoun; it also encompasses situations where a theme is inferred from the preceding clause through various semantic relationships, such as synonyms and meronyms.
4.4.2.2 The zig-zag pattern of thematic progression
A prevalent pattern of thematic progression is when the subject matter in the rheme of one clause becomes the theme of the next clause, known as the zigzag pattern This structure enhances the cumulative development of a text, as new information introduced in successive clauses serves as a foundation for further exploration in later clauses.
Abed (2000) emphasizes that the process of presenting information creates a dynamic experience, allowing for a progression of ideas that simultaneously references previous concepts, 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 in the second clause, where "where" serves as the thematic connector This theme refers back to the initial information provided about its location According to Alonso and McCabe (2000), a linear pattern enhances the dynamism of a text, facilitating effective explanations as it enables writers to transition smoothly from one idea to the next.
Wang (2007) asserts that thematic progression patterns vary based on text types, noting that narrative texts often utilize a constant pattern where the theme of one clause is repeated in the next Similarly, Fries and Peter (1983) discovered that academic texts feature more cross-referential links, as each successive idea builds upon the previous one, 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 a stable future government in Vietnam, it is essential to acknowledge the significant support for the National Liberation Front in South Vietnam Additionally, establishing a timeline for the withdrawal of all foreign troops from Vietnam, in line with the 1954 Geneva Agreement, is crucial for fostering peace and sovereignty in the region.
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, with three distinct patterns that enhance its structure and engage the audience The constant pattern dominates at 74.9%, ensuring a natural and logical flow of information, which aids audience comprehension The second most frequent pattern, zig zag progression at 24.9%, utilizes theme repetition as a stylistic device to emphasize key points, making the speech memorable Although the multiple rheme pattern is used sparingly at 0.2%, it contributes significantly to the overall development of the speech.
In his speech, King primarily employs constant progressions, which make up 74.95% of his clauses and occur 176 times, resulting in a more connected and logically flowing narrative that enhances audience comprehension Additionally, the zigzag pattern, comprising 24.9% of the text, fosters a sense of cumulative development by allowing new information in successive clauses to serve as a foundation for further elaboration Although the multiple rheme pattern is used infrequently at just 0.2%, it plays a significant role in the overall development of the speech.