INTRODUCTION
Rationale
Language serves as a powerful tool that unites people, making it a constant subject of discussion Among the various trends in language studies, Systemic Functional Grammar, pioneered by notable linguists like Halliday, Bloor, and Morley, stands out as a crucial area of research This approach to functional grammar emphasizes the significance of language in communication and social interaction.
“the study of linguistic forms in relation to the meanings that they express.” compared to semantics which just studies the meaning (Thompson, 1996, p
Functional grammar focuses on the functions of both spoken and written language, contrasting with traditional grammar that emphasizes correct usage rules While several studies, such as those by Montes, Barboza, and Olascoaga (2014) and Rong (2017), have explored discourse analysis through the lens of functional grammar, most research has primarily concentrated on written data, leaving oral forms underexplored.
The study of spoken discourse has gained attention not only from linguists but also from sociologists, anthropologists, and philosophers, highlighting its significance in research (Coulthard, 1985) TED talks, featuring exceptional speakers and enjoyed by millions globally, exemplify a prominent form of spoken discourse The substantial contributions of TED to knowledge and its influence have led to numerous academic papers, many of which explore the benefits and applications of TED in teaching and learning English, as noted by Rubenstein.
Research on the linguistic features of TED talks has been explored by various scholars, including Carlo (2014), who examines the online popularization of TED talks, and Lopes, Trancoso, and Abad (2011), who focus on a nativeness classifier for English Despite the numerous studies conducted, there is a notable lack of research utilizing systemic functional grammar to analyze the linguistic elements of TED talks Recognizing this gap, I am inspired to undertake my thesis titled “A Study on Linguistic Features in TED Talks on Education from the Perspective of Functional Grammar.”
Aim and Objectives
This thesis aims to explore the linguistic experiential, interpersonal, and textual features of educational TED talks through the lens of Systemic Functional Grammar (SFG) The findings provide a comprehensive overview of how presenters utilize these linguistic elements to enhance the persuasiveness of their talks.
The findings provide valuable insights for English learners and TED talk enthusiasts, offering a reference to improve their language skills by utilizing the linguistic techniques employed by prominent speakers.
To identify and analyze the experiential features utilized in TToE from the perspective of SFG
To identify and analyze the interpersonal features employed in TToE from the perspective of SFG
To identify and analyze the textual features used in TToE from the perspective of SFG.
Research Questions
These three questions will be resolved when the thesis is accomplished:
1 How are experiential meanings realized in TToE?
2 How are interpersonal meanings realized in TToE?
3 How are textual meanings realized in TToE?
Scope of the Study
Although I am aware of the different approaches in identifying the linguistic features of discourse, I limited my study in the perspective of three metafunctions Furthermore, only 20 educational TED talks are selected for the investigation since the thesis cannot be carried out in a large-scale investigation of all TED talks.
Significance of the Study
Completing this thesis provides valuable advantages both theoretically and practically Theoretically, it serves as a basis for future research on the three metafunctions within the framework of Systemic Functional Grammar (SFG) Practically, it acts as a helpful resource for individuals interested in TED talks and for English learners aiming to enhance their language skills through these presentations.
Design of the Study
The study is structured as follows:
Chapter 1, Introduction, introduces the rationale, aims, research questions, scope, methods and design of the study
Chapter 2, Literature Review, provides the related theory about the presentation skills in teaching and learning activities
Chapter 3, Methodology, focuses on the research methods, the procedures of the study, the research design, data collection and data analysis
Chapter 4, Findings and Discussion, devotes to unveiling the results from data analysis and discussing the results
Chapter 5 presents a comprehensive summary of the investigation's findings and addresses the research questions posed It also offers valuable pedagogical recommendations for learners and outlines suggestions for future research endeavors.
LITERATURE REVIEW
Discourse and Discourse Analysis
The term 'discourse' is a key concept in language discussions, particularly regarding language functions, yet it lacks a unified definition among linguists It encompasses a wide range of interpretations and is relevant not only in linguistics but also in sociology, philosophy, and other disciplines Essentially, discourse refers to the study of how language is used by individuals in both written and spoken forms.
Discourse is defined by Brown and Yule (1983) as "language in use," while Cook (1989) describes it as a meaningful, unified, and purposive stretch of language Additionally, Crystal (1992) characterizes discourse as a continuous stretch of spoken language that forms a coherent unit, exemplified by sermons, arguments, jokes, or narratives (cited in Nunan, 1993).
Discourse is a complex concept that extends beyond individual sentences, incorporating elements such as context, cohesion, coherence, and rhetorical structure In this study, we define discourse as a higher-level unit of communication, primarily expressed in spoken form.
Discourse analysis examines the interplay between language and its contextual usage, evolving significantly since the 1960s and 1970s This interdisciplinary field draws insights from linguistics, semiotics, psychology, anthropology, and sociology, enriching our understanding of communication.
Discourse analysis encompasses two main approaches: the formal approach and the functional approach The formal approach, as described by Schiffrin (1994), focuses on language use beyond the sentence level, examining larger structures such as morphemes, clauses, and sentences to understand their internal relationships and formal correctness In contrast, the functional approach prioritizes the analysis of language in use, emphasizing practical applications over intra-sentential relations.
Discourse analysis explores various dimensions of language usage, encompassing both written and spoken data from multiple linguistic perspectives According to Coulthard (1985), the in-depth examination of spoken discourse is still in its infancy, with much of the research being conducted by sociologists, anthropologists, and philosophers rather than linguists.
Discourse analysis, as described by Brown and Yule (1983), involves examining language in its practical application, focusing on understanding the purposes behind its use This commitment to exploring the functions of language is essential for any discourse analyst.
Discourse Analysis examines how language is used, focusing on the social and psychological factors that shape communication It highlights the ways in which speakers craft linguistic messages and how listeners interpret them While there are various approaches to discourse analysis, this study specifically concentrates on the analysis of language usage.
Systemic Functional Grammar
Adopting the huge contribution of Firth in his system-structure theory, Halliday continued to evolve an accomplished language system called Systemic Functional Grammar (SFG) in the early 1960s
Since the definition of Functional grammar varies among researchers, it is vital to clarify what the term is Functional grammar is defined by Halliday
In 1994, it was emphasized that the conceptual framework is based on a functional rather than a formal approach, aimed at explaining language usage This framework is functional in three key aspects: it interprets texts, analyzes the system, and examines the components of linguistic structures.
Martin, Matthiessen, and Painter (1997) define that “Functional grammar is a way of looking at grammar in terms of how grammar is used.”
Traditional grammar focuses on correcting grammatical errors, while functional grammar, as defined by Feng (2013), provides insights into the reasons behind a text's structure Rooted in systemic linguistics, functional grammar emphasizes the role of spoken and written language in various social contexts It illustrates how texts operate beyond individual sentences, revealing their structures and how language adapts to meet users' purposes This descriptive approach highlights groups of words that work together to convey meaning.
Halliday's Systemic Functional Grammar (SFG) identifies three key metafunctions of language: the ideational function, which conveys ideas and information; the interpersonal function, which facilitates interaction and expresses social relationships; and the textual function, which organizes language in a coherent manner Thompson (1996, p 28) provides an informal summary of these functions within Halliday's framework.
• We use language to talk about our experience of the world, including the worlds in our own minds, to describe events and states and the entities involved in them
Language serves as a vital tool for interpersonal interaction, enabling us to build and sustain relationships, influence others' behavior, share our perspectives on various issues, and encourage changes in their viewpoints.
Effective communication involves structuring our messages to demonstrate their relevance to surrounding messages and the broader context of our conversation or writing.
Experiential function uses language to talk about the world, interpersonal function uses language to interact with other people, textual function organizes language to fit in its context
The ideational metafunction encompasses two modes: experiential and logical, with this study concentrating solely on experiential meaning According to Martin et al (1997), the Transitivity system is integral to the experiential metafunction within clauses, enabling individuals to conceptualize their experiences Halliday (1994) describes experiential meaning in the transitivity system as a means of "construing a model of experience," which includes three key components: process, participants, and circumstances The primary focus is on process types, which are categorized into six subtypes: material, mental, and relational processes are the most prominent, while the remaining types include behavioral, verbal, and existential processes.
The material process refers to actions and events where an entity performs an action, impacting another entity (Halliday, 1994, p.103) It includes key components such as the Actor, who is the doer of the action; the Goal, which is the entity affected by the action; the Range, indicating the scope of the event; and the Beneficiary, who gains from the process.
The lion caught the tourist
Jack and Jill went up the hill
In addition to the Actor who initiates the action and the Goal that is influenced by it, circumstances provide essential supplementary information about the process These circumstances encompass various aspects such as place, time, manner, cause, accompaniment, matter, and role, enriching the overall understanding of the action.
The Range defines the scope of a process, indicating either the domain in which the process occurs or the process itself, as noted by Halliday (1994) In material processes, Range can represent an independent entity that highlights the area of activity or the specific nature of the process involved.
The dormouse crossed the court
In the context of a material process, a beneficiary is defined as the individual or entity that receives goods or services This can be categorized into two roles: the recipient, who is the person or group that receives goods, and the client, who is the individual or organization for whom services are performed (Halliday, 1994, p.132).
I Gave my love a ring that has no end Actor Process: material Beneficiary: Recipient Goal
Language serves as a powerful tool for articulating daily activities and expressing human thoughts and emotions Mental process clauses play a crucial role in conveying inner experiences related to perception, cognition, and emotional responses, known as affect (Butt et al., 2000) In this context, two key participants emerge: the Senser, defined by Halliday (1994) as the conscious being that perceives, and the Phenomenon, which represents what is being sensed An example will clearly demonstrate the distinct roles of the Senser and Phenomenon in this process.
Senser Process: mental: cognition Phenomenon
Mental process clauses are expressed through verbs such as know, like, hate, feel, want, and wish According to Halliday and Matthiessen (2004), these verbs are categorized into four groups: perceptive verbs (e.g., seeing, hearing, feeling), cognitive verbs (e.g., thinking, believing, understanding), desiderative verbs (e.g., wanting, wishing, hoping), and emotive verbs (e.g., liking, loving, hating).
Relational process clauses “serve to characterize and to identify” (Halliday, 2004) According to Butt et al (2000, p 51), Relational processes
The relational processes of being and having between two participants are primarily conveyed through the verb "be." These processes can be categorized into various types, including intensive, circumstantial, and possessive, with each type expressed in two modes: attributive and identifying In the attributive mode, an attribute is assigned to an entity known as the carrier, while in the identifying mode, one entity (the identifier) is used to define another (the identified) The concepts of Token and Value are intertwined with Identified and Identifier, allowing for a flexible interchange between these roles (Halliday, 1994).
The cuckoo is a bonny bird
Carrier Process: relational: attributive Attribute
King Louis was the King of France
Identified/Token Process: relational: identifying Identifier/Value
The behavioral process encompasses actions related to both physiological and psychological behaviors, such as breathing, dreaming, smiling, coughing, laughing, and observing This process involves a single participant known as the Behaver.
Verbal processes encompass various forms of communication, including asking, commanding, offering, stating, showing, and indicating In these processes, the Beneficiary is the individual being addressed, while the Sayer is the one performing the verbalization, and the Receiver is the person receiving it Additionally, Verbiage and Target are other key participants in verbal interactions Expressing and indicating serve as modes within these verbal processes, highlighting the complexity of communication.
I ‘m always praising you to my friend
Sayer Process: verbal Target Recipient
Previous Studies
There is no room for doubt that countless linguists use Systemic Functional Grammar to analyze linguistic features of different genres
In her 2015 thesis, To employs Systemic Functional Grammar (SFG) as a theoretical framework to analyze the linguistic complexity of English textbooks used for teaching English as a foreign language in Vietnam The study finds that language complexity increases at higher levels, with minimal differences in linguistic features between science-related and non-science texts within the same textbook Similarly, Symons (2015) utilizes functional grammar to explore a fourth-grade teacher's implementation of a curriculum aimed at enhancing English learners' comprehension The findings suggest that functional grammar provides a valuable metalanguage for teachers to engage students in discussions about essential text meanings Additionally, Ton (2005) examines experiential, interpersonal, and textual meanings in travel advertisements in both English and Vietnamese, revealing that the primary goal of these advertisements is to convey information about tourist activities, events, and descriptions.
Schleppegrell (2004) explores the language of schooling through the lens of functional grammar, providing a detailed analysis of grammar and discourse features relevant to advanced literacy contexts The book addresses the growing linguistic demands faced by second language learners, speakers of nonstandard dialects, and other students who struggle to access advanced literacy opportunities outside the classroom It emphasizes the importance of language in teaching across all subjects, particularly for fostering critical literacy development Grounded in sociolinguistics, applied linguistics, and discourse analysis, this work serves as a valuable resource for educators, researchers, and scholars interested in language issues in education, promoting effective strategies and collaboration between linguists and educators Additionally, Nguyen (2016) examines the Theme-Rheme structure in English and Vietnamese news texts, revealing similarities in language use within the same genre while highlighting cultural differences that influence expression in both languages.
Fincham (2001) highlights the application of Systemic Functional Grammar in undergraduate modules for analyzing and creating media texts, emphasizing that while students find the process enjoyable, they must conduct detailed linguistic analyses within set timeframes Fearn and Farnan (2007) demonstrate a positive correlation between functional grammar instruction and writing performance, suggesting that grammar should be purposefully applied in writing Feng (2013) addresses key issues related to functional grammar, including its fundamental concepts and the differences from traditional grammar, while also offering insights for English teaching to enhance educators' understanding of its benefits in educational settings Additionally, Xu and Zhang (2015) discuss the vital role of functional grammar in teaching reading to college students, providing effective strategies to improve reading skills for learners at both beginner and advanced levels.
Numerous studies have explored the structure and rhetorical strategies of TED Talks Ratanakul (2017) employs genre analysis and Hoey’s framework to examine the move structures in 50 TED Talks, revealing that certain rhetorical features are used across multiple stages, informing material design and oral presentation practices in classrooms Chang and Huang (2015) analyze the rhetorical structure of TED Talks to assess their potential integration into English language oral presentation instruction, identifying seven move types and creating a genre prototype Their findings also highlight how the form, objectives, and conventions of TED conferences influence the talks' rhetorical structures Additionally, Uicheng and Crabtree (2018) investigate macro discourse markers across six TED Talk genres, discovering that markers featuring the words "idea" or "ideas" are particularly significant in these presentations.
Drasovean and Tagg (2015) explore the Appraisal framework's role in evaluative language on TED.com, utilizing a combination of Appraisal and Systemic Functional Grammar Their findings indicate that online participants employ evaluative language to align with specific ideas, fostering connections characterized by sociability and solidarity.
Numerous studies have explored the linguistic features of TED Talks through various approaches, including pragmatics, systemic functional grammar, appraisal frameworks, and rhetorical devices However, there is a notable lack of research focusing on the three metafunctions of systemic functional grammar that TED speakers commonly utilize This study aims to fill this gap by analyzing and highlighting the typical linguistic features present in TED Talks under the Systemic Functional Grammar framework.
This chapter examines key studies and concepts related to discourse, discourse analysis, and TED Talks It presents various definitions of discourse and discourse analysis, while also detailing the Systemic Functional Grammar theory, which includes the experiential meaning through six process types of the transitivity system, as well as interpersonal and textual meanings Additionally, the chapter provides a comprehensive overview of previous research linking functional grammar with TED Talks.
METHODOLOGY
Research Methods
This thesis utilized both qualitative and quantitative methods to analyze and describe data features Specifically, the qualitative approach focused on three types of meaning—experiential, interpersonal, and textual—within the framework of TToE A qualitative investigation of the frequency of these three metafunctions was conducted and compared to provide a comprehensive overview of the data.
Data Collection and Description
TED, which stands for Technology, Entertainment, and Design, is a nonprofit organization dedicated to sharing innovative ideas through brief and inspiring talks Founded in 1984 by Richard Saul Wurman, TED's core mission is to disseminate knowledge and foster creativity across various fields.
TED is a global community that promotes "ideas worth spreading," featuring renowned speakers from diverse fields who share compelling knowledge The platform offers free access to talks that have been translated into over 100 languages, thanks to dedicated volunteers Covering a wide range of topics including technology, business, science, education, entertainment, politics, and global issues, TED has reached nearly one billion views annually Additionally, similar events like TEDx continue to foster the same values and mission.
The TEDx initiative was launched in 2009 to empower local organizers to host events similar to TED, resulting in over 8,000 events and 60,000 TEDx talks Additionally, the TED-Ed program was created to provide free educational videos for teachers and students.
For this research, twenty TED talks focused on education were sourced from the TED website, specifically selecting speeches delivered in English by a single speaker, each lasting under 15 minutes and containing between 2,000 to 4,000 words The analysis excluded applause, body language, laughter, and other effects, with the primary unit of analysis being the clause, while all embedded clauses were omitted from the evaluation.
Data Analysis
After collecting the data, the analysis of data was conducted basing on the guide of the research questions in terms of three metafunctions as follows:
The study focused on six types of experiential processes: material, mental, behavioral, verbal, relational, and existential Each process type was quantified and represented through charts for clarity Additionally, examples were provided to enhance the analysis and support the qualitative findings of the research.
The article emphasizes the interpersonal meaning by analyzing mood and modality, supported by charts and tables that illustrate the frequency of each element These statistics facilitate a qualitative discussion and explanation of the interpersonal meanings presented.
This article analyzes and synthesizes three primary types of themes: Topical Theme, Interpersonal Theme, and Textual Theme It further presents the distribution of these themes through illustrative examples and charts.
Research Procedures
The author curated a selection of twenty educational TED Talks focused on English language learning by listening to various presentations To support the study, full transcripts of these selected talks were downloaded from the TED website, ensuring access to valuable educational content.
The writer systematically coded the clauses from Talk 1 to Talk 20 as T1 to T20 and labeled the individual clauses from C1 to Cn Subsequently, the author analyzed each clause to identify the components of experiential meaning, interpersonal meaning, and textual meaning.
Finally, the researcher analyzed the data collected by making statistics and demonstrating with charts to discuss the linguistic features of each type.
Reliability and Validity of the Study
The study prioritized validity and reliability throughout the data selection and analysis process by employing various approaches All information cited was sourced from esteemed linguists, ensuring its credibility The data analyzed included TED Talks, widely recognized for their reliability and public acclaim Ultimately, the study's findings were derived from a thorough analysis, supported by detailed explanations and evidence, including statistics presented in charts and tables.
Chapter 3 outlines the research instruments, procedures, and methods used for data collection and processing In Chapter 4, the study's findings and discussions will be presented.
FINDINGS AND DISCUSSION
Experiential meaning in TED talks on education
Experiential meaning in language is conveyed through the transitivity system, comprising three key elements: the process, the participants, and the associated circumstances There are six distinct types of processes: material, relational, mental, existential, behavioral, and verbal An analysis of 20 educational TED talks using transitivity yielded 1,621 clauses, with 1,447 clauses being examined after excluding 147 embedded clauses The frequency of the six process types within the analyzed clauses is illustrated in Figure 4.1.
Figure 4.1 The frequency of process types in TToE
The data reveals that relational processes dominate in TED talks on education, occurring 685 times and comprising 47.3% of the total Material processes follow, appearing 480 times and accounting for 33.2%, while mental processes represent 12.1% Verbal and existential processes are much less common, at 3.9% and 3.5% respectively, and no behavioral processes were identified This preference for relational processes suggests that presenters prioritize clarifying complex definitions and concepts to aid audience understanding of technical terminology The following sections will provide detailed illustrations and examples of each process type in TED talks on education.
Material Relational Mental Behavioural Verbal Existential
The material process involves actions and occurrences, where participants include the Actor, Goal, and Beneficiary The Actor performs the action, as seen in "She (Actor) was coming (Process: Material)," while the Goal is impacted by the action, demonstrated in "She (Actor) catches (Process: Material) the bus (Goal) in the morning (Circumstance)." The Beneficiary benefits from the process, as illustrated in "He (Actor) gave (Process: Material) her (Beneficiary) a book (Goal)." Despite comprising 33.2% of the investigated processes, the material process remains a powerful means for speakers to convey their experiences of the world, as shown in the examples with Actor and Goal.
[T5.C19] And sometimes we make real plans
And sometimes we make real plans
As can be seen from clause 19 of talk 5, the speaker uses the verb
In this narrative, the use of the plural first-person pronoun "we" emphasizes shared experiences between the presenter and the children, illustrating their collaborative journey from doodles and sketches to tangible plans and constructions This approach allows the audience to connect with the presenter’s personal experiences and highlights the importance of teamwork in creative endeavors.
[T2 C79] But if no one invested in your idea
But if no one invested in your idea
In talk 2, the presenter emphasizes personal accountability by stating, "But if no one invested in your idea, if no one bought your product, for sure, there is something there that is your fault." This statement suggests that the success of ideas and abilities is contingent upon market response By employing action-oriented verbs like "invest" and "buy," the audience can easily visualize a marketplace where ideas serve as products and listeners assume the role of sellers The use of the third-person pronoun "no one" effectively draws from the speaker's observations, inviting the audience to relate to the narrative and consider their own experiences within this framework.
Besides Actor, Goal, material process also has the participation of Circumstance so as to add more information for the listeners These following examples will illustrate that
[T2.C7-8] The tech guy built a mobile app and sold it very fast for a lot of money
The tech guy built a mobile app and sold It very fast for a lot of money
Clause 7 and clause 8 of talk 2 illustrate that the phrase “very fast for a lot of money” describes both the manner and purpose of the action "built" by "the tech guy." This detail enhances understanding by providing context on how the mobile app was developed and sold Additionally, the omission of the Actor in clause 8 avoids redundancy, contributing to a smoother sentence flow.
Similarly, clause 33 of talk 14 also employs circumstance of manner
“for meaning”, which indicates the purpose of speech in utilizing mood and intonation
[T14.C33] And because speech also uses mood and intonation for meaning
And because speech also uses mood and intonation for meaning
Actor Pro: Material Goal Circumstance
In the examples provided, the actor functions as the subject of the clause Common verbs in material processes, as identified in the Theory of Everything (TToE), include teach, build, work, make, create, use, give, go, do, and write Typically, the goal follows these verbs, and in some instances, a beneficiary is also present The subsequent examples will illustrate these concepts further.
[T4.C18] We teach our children the talk about biology, and mechanics, about pregnancy and safe sex
We teach our children the talk about biology, and mechanics, about pregnancy and safe sex
[T10.C4] I’m not going to give her a soldering iron
I ’m not going to give her a soldering iron
Actor Pro: Material Beneficiary Goal
In both Talk 4 and Talk 10, it is evident that the primary beneficiaries of the actions described are "our children" and "her." In Talk 4, Clause 18, "our children" benefit from the teaching provided by "we," while in Talk 10, Clause 4, "her" receives advantages from the actions of "I."
As can be seen from the chart, relational process accounts for the highest proportion in total with 47.3% While material process construes the world of
The relational process is a dynamic yet integral aspect of static communication, highlighting the preference among speakers for definitions and concepts to clarify their messages There are three primary types of relational processes: intensive, possessive, and circumstantial, each of which can be expressed in two modes: attributive and identifying.
In the intensive process, there are intensive attribution and intensive identification Some clauses of intensive attribution are presented with verb like “be, get, stay, become, seem”
English is rapidly emerging as the world's universal language, permeating various domains such as the internet, finance, air traffic control, popular music, and diplomacy Its pervasive presence underscores its significance in global communication.
In Talk 1, the frequent use of the verb "is" underscores the speaker's emphasis on the essential role of the English language across various domains By stating, "it's the language of the internet, it's the language of finance, it's the language of air traffic control, of popular music, diplomacy – English is everywhere," the speaker provides compelling evidence of English's ubiquity This repetition not only highlights its significance but also inspires listeners, enhancing their motivation and belief in the importance of learning English.
Before we acquire language, our primary means of understanding the world is through sensation As children, we learn to distinguish ourselves through touch, exploring our environment by putting things in our mouths and feeling them with our hands and skin Sensation serves as our initial experience of love and forms the foundation of human connection.
In Talk 4, the presenter advocates for using "is" to clarify concepts and convey grammatical judgments, a structure that appears consistently across various discussions This approach effectively emphasizes key points, particularly when the speaker discusses collaborative projects with students For instance, he encourages them by stating, "And the kids soon learn that all projects go awry and become at ease with the idea that every step in a project is a step closer to sweet success, or gleeful calamity." This relational process highlights the importance of embracing both challenges and achievements in learning.
Relational process is also realized through other verbs showing states like: get, stay, become, seem, etc
[T1 C15-16] All those things have in common the consonants sitting in the middle like pillars They stay still, and the vowels dance around the consonants
[T7 C15-16] Don't have sex; you will get pregnant and die
While teaching at a middle school, I observed that many students appeared bored while building robots from a standard technology kit However, when a few began decorating their robots with paper, interest quickly grew among their peers This inspired me to seek out more creative methods to engage students with technology.
The relational process serves as an effective means to articulate the condition of individuals or objects For instance, examples from Talk 6 and Talk 7 illustrate the various states of humans, while the term "stay" is also applicable to inanimate objects, as demonstrated in Talk 1.
“Seem” and “become” are usually accompanied with the adjectives belonging to the emotions or feelings as in Talk 12
Interpersonal meaning in TED talks on education
This part will present the results of the elements expressing interpersonal meaning in TToE, which encompasses mood and modality
4.2.1 Mood system in TED talks on education
Subject and Finite are two major parts constructing mood system, which is considered as an integral element to realize interpersonal meaning in text
Chapter 2 identifies four primary types of mood: Declarative, Interrogative, Imperative, and Exclamative However, in the analysis of TED Talks on Education (TToE), only three types are present, excluding the Exclamative mood This omission may be attributed to the preference of speakers in the surveyed data, who tend to avoid using Exclamative forms in their presentations The following figure illustrates the distribution of mood types in educational TED talks.
Figure 4.3 Mood types in TToE
The analysis in Figure 4.3 highlights a notable disparity in the types of Mood used in TToE, with the Declarative Mood dominating at 93.1% In contrast, the Interrogative Mood and Imperative Mood are utilized far less frequently, comprising only 3.7% and 3.2% of the total, respectively.
The findings reveal that the Declarative Mood is the predominant mood used by speakers to convey important information to their audiences This can be illustrated by examining the typical structure of the Declarative Mood, which follows a Subject-Finite pattern.
The Mood type appears a staggering 1,356 times in TToE, making it the most prevalent among all categories To illustrate its frequency, several examples drawn from TToE will be provided.
[T14-C10] Different languages have different patterns
Different languages have different patterns
[T17-C58] Critical thinking can give us the tools to sift through a sea of information and find what we're looking for
Critical thinking can give us the tools to sift through a sea of information and find what we're looking for
Speakers effectively convey valuable and updated information about language and the essential critical thinking skills everyone should have by utilizing declarative statements An additional instance of the declarative mood is illustrated in TToE.
In English, the typical sentence structure follows a subject-verb-object order, whereas languages like Japanese often use a subject-object-verb arrangement Although some researchers have sought to uncover universal patterns across languages, only a few basic features, such as the presence of nouns and verbs, have been identified as common linguistic elements.
The primary function of speakers in these talks is to convey information and communicate messages to the audience, while the listeners' role is primarily to absorb the information presented.
In addition to the full declaratives presented in the examples, there are instances where speakers prefer elliptical declaratives in TToE These elliptical declaratives are characterized by the absence of the subject in the clause, as demonstrated in the following examples.
[T2.C82] You need to get your dreams and (^you) make them happen
[T16.C49] But eventually, she was able to go to community college, (she^) get her associate's, then (she^) go to an elite college to finish her bachelor's
While interrogative clauses may not be as widely recognized as declarative clauses, they play a significant role in conveying interpersonal meaning during conversations In Talk 1, the speaker engages the audience by posing questions related to language learning, fostering interaction and participation.
[T1.C64] What worldview is shaped through the English language that unites them?
[T1.C146] Or, have you ever learned any Cambodian?
In Talk 17, the speaker effectively engages the audience by asking thought-provoking questions, which sparks curiosity and imagination This technique plays a significant role in the success of an inspiring educational presentation.
To enhance critical thinking skills, the speaker emphasizes the importance of raising questions, which encourages the audience to reflect on the examples provided By employing interrogative clauses, the speaker effectively guides the audience to consider various possibilities related to the topic This approach not only fosters a friendly atmosphere but also strengthens the connection between the speaker and the audience, capturing their attention Throughout the presentation, the speaker continues to use questions to illustrate techniques for improving critical thinking, enabling listeners to apply these strategies in similar situations they may face.
[T17.C4-C6] For example, which politician should I vote for? Should I try the latest diet craze? Or will email make me a millionaire?
When evaluating a situation, it's essential to identify the underlying concepts and assumptions at play For instance, in the case of an email claiming to offer you millions, one must reflect on what influences their perspective on the matter Additionally, assessing whether your interpretation of the information is logically sound is crucial for making informed decisions.
Imperative clauses play a vital role in communication, as they encourage the audience to follow the speaker's instructions or advice These clauses can be categorized into two types: those that command and those that invite collaboration The term "let's" is commonly used in speech, fostering a sense of involvement and interactivity By incorporating "let's," speakers effectively bridge the gap between themselves and their audience, creating a more engaging experience.
[T4.C113] Let's teach our children to stay open and curious about their experiences, like a traveler in a foreign land
[T15.C65-C66] Let's stop equating experience with ability, credentials with competence Let's stop settling for the safe, familiar choice and leave the door open for someone who could be amazing
In the provided examples, the speaker's primary role is to offer guidance, encouraging listeners to engage actively, such as teaching children to remain open and curious about their experiences, as seen in talk 4, and advising against equating experience with ability and credentials with competence, highlighted in talk 15 Meanwhile, listeners are tasked with absorbing the information shared by the speaker.
In addition to the imperative forms using the "let" structure, the data also features various imperative clauses aimed at encouraging, inspiring, and motivating audiences, initiated by action verbs such as "believe" and "imagine."
[T1.C145] Imagine being able to do that for years and years at a time
[T2.C5] One: Believe in overnight success….[C26] Two: Believe someone else has the answers for you….[C66] Believe the fault in someone else's… [C86] Be responsible for your dreams
4.2.2 Modality system in TED talks on education
Textual meaning in TED talks on education
Textual meaning is determined by thematic structure, where each clause consists of a Theme followed by a Rheme The Theme serves as the starting point of a message, while the Rheme contains the remaining information This section will analyze three types of Themes: topical, interpersonal, and textual Within the topical theme, there are two sub-types: marked and unmarked The frequency of these theme types will be presented in Table 4.4.
Table 4.3 Occurrence of Theme types in TToE
Table 4.3 reveals that over 90 percent of unmarked topical themes are prevalent in TToE, making them the preferred choice for presenters over other theme types This significant usage is more than nine times higher than that of marked topical themes By utilizing unmarked topical themes, presenters can simplify their messages, enhancing clarity and comprehension for listeners The following examples will illustrate this point further.
[T1.C127] Learning how to speak with different word order is like driving on the different side of a street
Learning how to speak with different word order is like driving on the different side of a street
In Talk 1, the presenter effectively uses vivid comparative examples to illustrate the process of learning a language, likening it to driving on the street, while employing an unmarked topical theme Additionally, other talks, such as Talk 5, demonstrate the successful use of unmarked topical themes, as seen in the statement, "We're not trying to teach anybody any specific thing."
We 're not trying to teach anybody any specific thing
[T6.C14] We grow sleepy due to signals from our body telling our brain we are tired, and signals from the environment telling us it's dark outside
We grow sleepy due to signals from our body telling our brain we are tired, and signals from the environment telling us it's dark outside
Marked topical themes are utilized in TToE, often expressed through adverbial groups or prepositional phrases rather than nominal groups, which are typical in unmarked topical themes.
[T6.C17] In the United States, it's estimated that 30% of adults and 66% of adolescents are regularly sleep-deprived
In the United States it's estimated that 30% of adults and 66% of adolescents are regularly sleep-deprived
[T12.C21] With the money made from the viral video, we were able to let students in our classroom all make their own game in a box
With the money made from the viral video we were able to let students in our classroom all make their own game in a box
[T15.C23] In search for answers, I've consulted with leaders across many sectors, read dozens of reports and research papers and conducted some of my own talent experiments
In search for answers I've consulted with leaders across many sectors, read dozens of reports and research papers and conducted some of my own talent experiments.
In talks 6 and 9, the speakers prioritize the context of time and place by beginning their statements with phrases like "In the United States." This approach highlights the significance of the setting when delivering information Additionally, they often start clauses with phrases that indicate the manner or reason behind the actions discussed, as seen in clause 21 of talk.
12, speaker appreciates the means to assist students to create their own game products when they study engineering and programming by using the phrase
The presenter highlights the necessity of engaging with leaders and examining research in clause 23 of talk 15, stating that it is essential "in search for answers," particularly in relation to the financial gains derived from the viral video.
The Interpersonal theme, though comprising only 3.5% of the text, is crucial for conveying the relationships among participants It enables the writer or speaker to express their attitudes, beliefs, and feelings about the world Key elements that realize interpersonal themes include modal or comment adjuncts, vocatives, and finite verbal operators in yes/no interrogatives (Halliday & Matthiessen, 2004, p.79) An example of an interpersonal theme can be found in TToE.
[T17.C5] Should I try the latest diet craze?
Should I try the latest diet craze?
“Should” in clause 5 of talk 17 is utilized to show the interaction between speaker and listeners
Textual themes serve as a vital tool that connects clauses to their context within a text, comprising 35.7% of all clauses in TToE Identified by signals such as continuatives, conjunctions, and conjunctive adjuncts (Halliday & Matthiessen, 2004, p.79), textual themes vary based on the author's intent in conveying their message To enhance readers' understanding of textual themes, specific examples will be provided.
[T4.C21] But we can do better than that
But we can do better than that
[T4.C37] And you can't isolate just the difficult feelings,
And you can't isolate just the difficult feelings,
[T9.C45] However, these benefits to humanity may have come at a high personal cost
However, these benefits to humanity may have come at a high personal cost
[T1.C168] therefore you can do it more and better therefore you can do it more and better
In spoken communication, connectors such as "and," "so," "but," "therefore," and "however" are essential for linking clauses, ensuring that conversations flow smoothly and coherently Among these, "and" is the most frequently used connector in the Test of English (TToE), highlighting its importance in creating concise and effective dialogue.
In certain instances, multiple themes are combined, demonstrating that speakers in talks 16, 17, and 18 possess a flexible approach to thematic structures, making their presentations more engaging The following examples will illustrate this point.
[T18.C51] then perhaps cymatics had an influence on the formation of the universe itself then perhaps cymatics had an influence on the formation of the universe itself
Rheme [T17.C56] and it certainly won't eradicate difficult decisions from our lives and it certainly won't eradicate difficult decisions from our lives
[T16.C29] But sometimes grit isn't enough, especially in education
But sometimes grit isn't enough, especially in education
In summary, the prevalence of unmarked Topical Themes in TToE indicates that most clauses follow a standard sentence structure Textual Themes play a crucial role in enhancing coherence and cohesion, making it easier for listeners to follow the discussions Furthermore, the limited use of Interpersonal Themes suggests that interactions between presenters and listeners are minimal, with presenters primarily focused on delivering information about their topics.
This chapter highlights key findings related to the three metafunctions: experiential, interpersonal, and textual meanings The author effectively addresses the research questions regarding how these meanings are realized in TToE Additionally, specific examples and a detailed analysis of surveyed items are provided to enhance the persuasiveness of the answers.