INTRODUCTION
B ACKGROUND OF THE STUDY
According to Evans (2015), numerous research papers highlight the thematic diversity and potential of picture books Lewis (2001) emphasizes that the interplay between words and images in picture books creates a cohesive narrative, with each element influencing the other Bader (as cited in Aripze & Styles, 2003) notes that reading picture books is a sophisticated experience for children, as these works integrate graphic arts with primary texts The design and the relationship between text and images are central to picture books, which feature two main forms of language: written and visual The meaning of picture books emerges from the convergence of these two elements, making them a unique literary genre.
Numerous studies over the years have focused on picture books, primarily investigating their influence on children's literacy development and conducting multimodal analyses For example, research by Aripze and Styles (2003) highlighted young children's capacity to perceive and comprehend visual elements in picture books, showcasing a sophisticated approach to multimodal reading.
(2015) also conducted a study showing about understanding multimodal texts through picture books in an English as a Foreign Language (EFL) classroom
Additionally, Fletcher and Reese (2004) clarify that picture books provide children with a great deal of vocabulary which is about the reality of children’s daily life Landers
(1987) explains that picture books play a vital role in children’s life owing to their
Picture books hold significant literary value and play a crucial role in children's reading development Nicholas (2007) emphasizes that young children must develop competencies in understanding, reading, writing, listening, and speaking early on; those who lack reading and writing experiences often fall behind their peers who engage with picture books Additionally, Nicholas (2007) suggests that kindergarten students can enhance their vocabulary through reading or listening to these books Robbins and Ehri (1994) note that children's vocabulary growth is age-dependent, with those starting to read with a limited vocabulary at a disadvantage compared to their peers with broader vocabularies Center (2005) highlights the importance of reading and listening experiences in helping children derive meaning from written text, underscoring the vital role of picture books in language skill acquisition Consequently, this study aims to explore various features of the verbal model in picture books to clarify specific linguistic elements.
Numerous studies have explored the interaction between visual and verbal elements in picture books, with limited research in Vietnam focusing solely on the verbal aspect According to Butt et al (2000), language serves as a crucial 'meaning-making resource' in human communication This study aims to analyze the verbal mode in two selected picture books to gain a deeper understanding of their verbal presentation characteristics Utilizing Functional Systemic Linguistic (SFL) theory, the researcher examines how the three metafunctions of language are represented within these picture books.
T HE RATIONALE FOR THE STUDY
Numerous studies have examined picture books, focusing on the multimodal approach and the interplay between verbal and visual elements However, there is a notable gap in research specifically analyzing the verbal aspects of picture books within the Vietnamese context This study aims to address this gap by investigating the verbal presentation in two selected books from the "Twiggle Story" series, which have not been previously studied These picture books are designed for young children and provide a rich vocabulary related to people, emotions, and friendship, helping them articulate their feelings and experiences By analyzing the linguistic components through various metafunctions of language, this research seeks to enhance young learners' comprehension and descriptive abilities.
S TATEMENT OF THE PROBLEM
According to Jalongo (2004), children's picture books play a crucial role in the lives and education of young children These books are popular among children due to their simple language and easily understandable vocabulary Additionally, Jalongo highlights that picture books effectively combine visual elements with verbal narratives, enhancing the overall meaning and engagement of the story.
Numerous studies have explored the multimodal nature of picture books, focusing on the interplay between verbal and visual elements and their influence on young learners' comprehension skills While there is a wealth of research examining picture books from a multimodal perspective, Lewis's contributions stand out in this field.
In 2001, Lewis highlighted the significance of the connection between verbal and visual modes, questioning whether it is the images themselves that mislead.
In the realm of picture books, it is essential to explore the interplay between images and text, rather than focusing solely on the verbal aspects This approach is particularly relevant in the Vietnamese context, where analyzing only the linguistic elements of picture books offers a limited perspective Therefore, this study aims to investigate the linguistic features of picture books to gain a deeper understanding of the distinctive characteristics of their verbal modes.
Many researchers focus on linguistic constituents through the lens of Systemic Functional Linguistics (SFL), yet most studies primarily explore the experiential function of the ideational metafunction, often overlooking the logical function Notably, scholars like Bilal have contributed to this discourse.
In recent studies, including those by Kamilah (2014), Jayanti (2015), and Yang and Xie (2014), the transitivity of the experiential function has been thoroughly analyzed This research aims to enhance the understanding of the logical aspects of the ideational metafunction in linguistics, contributing valuable insights to the field.
Increased research on the linguistic elements of picture books can significantly enhance the linguistic field and contribute to the development of language competence.
P URPOSES OF THE STUDY
This study aims to explore how the verbal model conveys meaning in the "Twiggle Story" picture book series and to analyze the various functions of language using the semantic components of Systemic Functional Linguistics (SFL), specifically focusing on ideational, interpersonal, and textual metafunctions The research seeks to contribute to the field of linguistic analysis of picture books by identifying distinct linguistic features within the two stories authored by Domitrovich, Greenberg, Kusché, and Cortes (2004).
R ESEARCH Q UESTIONS
This study investigates the verbal presentation within the "Twiggle Story" picture book series The researcher aims to characterize the various functions of language utilized in these books.
The study explores the three components of Systemic Functional Linguistic theory (SFL)—ideational, interpersonal, and textual metafunctions—to achieve its objectives To accomplish this, the research focuses on addressing three key questions.
1 How do the authors apply the ideational metafunctions in line with modification, coordination, and subordination in the two picture books?
2 How do the authors employ the interpersonal metafunctions in line with mood, modality, and person in the two picture books?
3 How do the authors use the textual metafunction to build coherence in the two picture books?
S IGNIFICANCE OF THE STUDY
This study employs Systemic Functional Linguistics (SFL) to analyze the language used in picture books, offering insights into text interpretation As noted by Torr and Simpson (2003), numerous studies focus on enhancing comprehension and meaning through written language Consequently, this research serves as a valuable resource for scholars seeking to explore SFL interpretations of picture books, providing essential examples and explanations of meaning.
This study presents valuable contributions to both linguistics and pedagogy, benefiting linguistic experts, learners, students, lecturers, critics, and scholars alike It offers a comprehensive overview of identifying verbal mode features in picture books through the lens of Systemic Functional Linguistics (SFL) The research highlights the logical functions of language, showcasing how modification, subordination, and coordination are utilized to interpret two specific picture books Additionally, it delves into the interpersonal metafunction, addressing aspects such as mood, modality, and person Furthermore, the study elucidates the textual metafunction by examining coherence, theme, and rheme in the selected picture books, providing significant insights into language for readers and enhancing their understanding of the genre.
6 genres of books can understand the purpose and the whole meaning of texts or picture books
This study highlights the significant role of picture books in enhancing children's listening and reading comprehension skills, ultimately fostering lifelong learning In the context of M.A TESOL programs in Vietnam, the integration of picture books and related activities is currently lacking in teacher training The findings aim to raise awareness about the importance of incorporating picture books into English Language Teaching (ELT) teacher training programs, thereby enriching the educational experience for future educators.
S COPE OF THE STUDY
This study focuses exclusively on the linguistic elements of two selected picture books, "Twiggle Makes Friends" and "Twiggle Learns To Do Turtle" by Domitrovich et al (2004), utilizing the Systemic Functional Linguistic (SFL) framework While numerous studies have explored the multimodality of picture books, this research does not prioritize the interplay between visual and verbal elements in storytelling.
O RGANIZATION OF THE STUDY
The study is presented in five chapters:
Chapter 1 provides the background to the study, states the rationale, statement, purpose, scope of the study, and poses the research questions and hypotheses, states the significance of the study, and draws the overall structure of the study
Chapter 2 describes the review of related literature and also states the research gap
Chapter 3 describes the research methodology applied in this study such as research design, research instrument, data collection, and data analysis
Chapter 4 presents study findings and discussions
7 Chapter 5 summarizes the main conclusions of the study and suggests pedagogical implications for further improvements
LITERATURE REVIEW
D EFINITION OF PICTURE BOOKS
A picture book, as defined by Karaman (2012), is a specially designed book that uses pictures and illustrations to narrate a story Some picture books rely solely on visuals without any accompanying text, while others combine text and illustrations to enhance storytelling Children are naturally drawn to visuals, preferring colorful images and artwork over written words Each page of a picture book presents new art or images, creating a captivating experience that holds children's attention.
According to Wolfenbarger and Sipe (2007), pictures in picture books hold equal significance to the text, as both elements work together seamlessly to convey the story's meaning Galda and Cullinan emphasize that the integration of illustrations and words creates a unified narrative experience for readers.
According to Galda and Cullinan (2006), picture books are a unique genre for children and adolescents where illustrations play a crucial role alongside text in conveying meaning This highlights the importance of visual elements in enhancing the reading experience for young audiences.
9 literature since picture books concern with the virtue of their format rather than their content
According to Nikolajeva and Scott (2001), children's picture books feature two types of interaction between words and images: symmetrical interaction and enhancing interaction Symmetrical interaction occurs when both text and images convey the same story, with the text expressing the meaning of the images and vice versa In contrast, enhancing interaction involves illustrations providing deeper insights than the text alone Despite these differences, both elements work together to create a cohesive narrative, enriching the overall meaning of the story.
According to Bader (as cited in Karaman, 2012), a picture book is a unique literary form that blends visual and verbal narratives to engage young children These books serve not only as commercial products but also as documents of social, cultural, and historical experiences As an art form, picture books utilize various media, including oil paints, acrylics, watercolors, and pencils, to create captivating images They emphasize the interplay between illustrations and text, focusing on the duality of facing pages and the excitement of turning pages Bader further suggests that picture books are artistic objects that introduce children to foundational literature.
In summary, picture books are a distinct genre characterized by the integration of linguistic and visual elements They utilize both written and visual languages, which work together to convey meaning effectively This unique combination of text and imagery defines the essence of picture books.
P ICTURE BOOKS AND CHILDREN
Reading picture books to children is a common educational practice in primary schools and serves as a vital interaction method between parents and their young ones This activity encourages children's integration into the world of literacy, fostering their imagination and cognitive development.
Picture books play a crucial role in children's cultural education and language development Young children are naturally drawn to these visual stories, which encourage them to engage with reading According to Montag, Jones, and Smith (2015), children acquire language from the spoken words they hear, and parents often read to their infants, recognizing the value of this linguistic exposure Additionally, the diverse vocabulary found in picture book texts offers a rich resource for language learning, surpassing the limited vocabulary typically found in directed speech.
Children's picture books provide significant literary value and support the development of reading skills, as noted by Landers (1987) He emphasizes that visuals serve as an essential starting point for reading, helping children grasp that images can convey meaning before they engage with the text Heins (1987) adds that illustrations clarify the text, while Butler (1987) highlights that without these visuals, emergent readers may struggle with interpreting texts, recalling information, and building vocabulary This underscores the interconnection between verbal and visual elements in picture books, where images complement and enhance the understanding of words Ultimately, both text and visuals are crucial for helping young children comprehend the meanings within picture books through a combination of linguistic and semiotic resources.
Reading picture books plays a crucial role in the development of children's language skills, as noted by Stockar (2006) Over time, the approach to reading these books has become increasingly sophisticated Children are drawn to the diverse objects depicted in the illustrations, prompting them to point out and name these elements while narrating their own stories This interaction fosters personal storytelling, allowing children to create narratives based on their associations with the picture books.
Children's language development becomes more narrative as they engage with picture books, as noted by Stockar (2006) During this stage, children learn to identify and discuss elements in both isolated images and sequences of pictures, which aids in storytelling This process fosters mental imagery and helps them understand the "grammar" of pictures, laying the groundwork for reading written texts Consequently, reading picture books plays a crucial role in enhancing children's language skills.
In short, children’s picture books have a significant position in influencing children’s literacy skills, the development of children’s language as well as children's acquisition of language skills.
L ANGUAGE FUNCTION
Caramazza and Hillis (1990) highlight that many studies on language function stem from an intra-psychological perspective, viewing language as a primary system within the brain used for social interaction They emphasize that language varies across different contexts, which influences its form Halliday (2004) categorizes language into spoken and written forms, noting that written language is generally more complex than spoken language (Halliday, 2001) He further distinguishes between the two, indicating that written language features a larger number of lexical items per clause, while spoken language often exhibits greater grammatical intricacy (Halliday, 2002) Despite these differences, Halliday (2001) asserts that both forms utilize distinct lexical and grammatical resources to suit various situational contexts.
According to Butt, Fahey, Feez, Spinks, and Yallop (2000), the primary purpose of language is to facilitate communication and request services in various contexts Language serves to engage individuals and effectively convey specific types of information, as highlighted by Halliday and Matthiessen.
(2004), language has a function in terms of building and maintaining the social
Writers and readers share a dynamic relationship that is influenced by the specific context of their communication According to Butt, Fahey, Feez, Spinks, and Yallop (2000), effective writing requires the use of tailored vocabulary and expressions that align with the unique demands of each context Understanding these nuances is essential for fostering meaningful connections between writers and their audience.
According to (2000), various genres of contexts exist, including narrative, recount, exposition, procedure, protocol, report, explanation, and interview Furthermore, Halliday (1994) asserts that language plays a crucial role in constructing coherent messages.
Language can be categorized into two main types: spoken and written It comprises essential components, including lexical and grammatical elements People utilize language to convey various types of information across diverse contexts.
D ISCOURSE - SEMANTIC MODEL OF S YSTEMIC F UNCTIONAL L INGUISTICS
Halliday (1978) identifies three semantic metafunctions within the discourse-semantic model: Interpersonal, Ideational, and Textual metafunctions This classification is supported by Eggins (2004) and Banks (2002), who also recognize these three metafunctions as integral to Systemic Functional Linguistics Thompson (1996) emphasizes that language enables individuals to express their perceptions and experiences, facilitate social cooperation, and organize messages in relation to their context Halliday and Matthiessen (2004) describe metafunctions as generalized principles of linguistic organization, encompassing ideational, interpersonal, and textual components that reflect various aspects of the world and different meanings within clauses The SFL model posits that the evolution of human language has resulted in three primary types of meaning: ideational (clause as representation), interpersonal (clause as exchange), and textual (clause as message).
Source: Adapted Halliday & Hasan, (1989) study focused on these three levels of metafunctions to analyze texts in the two picture books.
I DEATIONAL METAFUNCTION
The ideational metafunction illustrates the natural world through common sense, conveying how external realities are represented in text It focuses on representing experiences through language, reflecting speakers’ perceptions of their surroundings and the world at large.
The ideational metafunction focuses on the content of messages, encompassing actions, events, states, and the entities involved, as well as the circumstances surrounding them According to Eggins (2004), this metafunction can be divided into two types: experiential and logical The primary grammatical system associated with experiential meaning is known as Transitivity, which Banks (2002) identifies as a crucial component of the ideational metafunction Banks emphasizes that numerous studies have analyzed various texts through the lens of transitivity in ideational functions She posits that the organization of transitivity, or process type, plays a significant role in expressing experiential meaning, linking it to participant roles and formations Almurashi (2016) further elaborates that the transitivity system encompasses three essential components.
The levels of discourse-semantics
The transitivity system comprises 14 major components, including processes, participants (both human and non-human), and associated circumstances It categorizes six types of processes: material, mental, relational, behavioral, verbal, and existential Koussouhon (2015) further investigates the transitivity properties through the lens of experiential function within Systemic Functional Grammar (SFG).
Logical meanings focus on the coordination and subordination relationships between clausal units, enabling the construction of complex grammatical elements by binding multiple clauses into a clause complex Halliday (1974) distinguishes between ideational metafunctions, where the experiential function interprets experience through language, and the logical function, which addresses the logical relationships inherent in language.
In summary, ideational metafunction is a grammatical source of clause ranks for construing inner or outer human experience Ideational metafunction is divided into two components: experiential function and logical function
Logical function pertains to the connections between independent and dependent clauses, establishing various meaning relationships, as noted by Eggins (2004) Halliday (1985) identifies key components of logical function, including coordination, subordination, apposition, and modification This underscores the significance of understanding the logical aspects of language within clauses The present study aims to explore the elements of modification, coordination, and subordination, which are integral to the logical function within the ideational metafunction.
Modification serves as a fundamental aspect of grammar, allowing writers to convey precise images and ideas According to Warriner, Whitten, and Griffith (1977), modifiers are words or groups of words that enhance meaning within a phrase By utilizing modifiers effectively, writers can create vivid imagery in their minds and communicate that imagery clearly to their audience.
Modifiers play a crucial role in sentence structure by providing additional information and enhancing clarity According to Jacobs (1995), modifiers depend on other elements within the structure, allowing them to describe or modify nouns, pronouns, verbs, and even themselves Adjectives and adverbs are key examples of modifiers, as they serve to change or refine the meaning of the elements they accompany, making the overall message more precise and coherent.
According to Quirk, Greenbaum, Leech, and Svartvik (1985), adjectives and adverbs serve as the two primary types of modifiers in the English language, each fulfilling distinct roles Adjectives, including adjectival phrases and clauses, modify nouns—referring to persons, places, things, or ideas—while adverbs, encompassing adverbial phrases and clauses, modify verbs, adjectives, other adverbs, and entire phrases or clauses Supporting this notion, Hamza (2017) conducted a study that confirmed the existence of these two main types of modifiers in English.
Modifiers can be positioned either before or after the head element they modify, as noted by Wood (1993, p 57) The placement of these modifiers is influenced by their categories and the specific syntactic rules of the language being used.
According to the definition by 1993, a premodifier is positioned before the head, while a postmodifier is typically found after the head Hamza (2017) provides several examples that illustrate the distinctions between premodifiers and postmodifiers.
1 In land mines (The word land is a pre-modifier of mines)
2 It was a nice house (adjective modifying a noun, in a noun phrase)
3 That nice tall man from Canada whom you met (man is the head, nice and tall are premodifiers, and from Canada and whom you met are postmodifiers)
In sentence 1 above, Hamza (2017) displays that the word ‘land’ is a premodifier of mines Sentence 2 is also an example of a premodifier with the attributive adjective
‘nice’ modifying the noun ‘house’ Sentence 3 above is an example in which ahead may have a number of modifiers (premodifiers and postmodifiers) In this noun phrase, the
In the study of English modifiers by Hamza, the word "man" serves as the head, while the phrase "nice and tall" acts as premodifiers, and "from Canada whom you met" functions as a postmodifier.
Modifiers play a crucial role in enhancing sentences by providing additional information, prominence, and detail, as highlighted in 2017 findings These descriptive elements, including adjectives and adverbs, along with adjective clauses and adverbial phrases, serve to clarify and enrich the meaning of nouns Al-Monem (2018) categorizes pre-modifiers into four distinct types: adjectives, participles, nouns, and compounds Furthermore, McArthur (1992) describes compound modifiers as combinations of two or more attributive words that collectively modify a noun, utilizing various parts of speech such as nouns and determiners.
Attributive adjectives, defined by Chalker (1989), are key characteristics of adjectives that appear before nouns, modifying them directly without a linking verb Warriner, Whitten, and Griffith (1977) describe these adjectives as words that enhance the meaning of nouns In contrast, Biber et al (1999) identify predicative adjectives, which follow linking verbs, as a different type of adjective that modifies an object complement For instance, in the sentence "I’m afraid that it is impossible," the adjective "impossible" is predicative, while examples like "he did not find her amusing" illustrate its role in modifying complements.
According to De Swart (1998, p 215), noun adjuncts serve as modifiers in various languages, including English, by modifying nouns or other parts of speech An example of this is the term "land" in the phrase "land mines." Quirk and Greenbaum (1992, p 139) also note that nouns can function in this capacity.
17 function as a premodifier of the noun head These attributive nouns are like adjectives and also take the adjectival position; E.g the city tower E.g A ball pen
Halliday (2014) identifies the noun phrase as synonymous with the nominal group According to Br Bangunl, Silvana, Saragih, and Sembiring (2014), the nominal group comprises five key elements: deictic, numerative, classifier, epithet, and qualifier They further categorize deictic into two types: demonstrative and genitive, with demonstrative examples including 'this,' 'that,' 'these,' and 'those.'
I NTERPERSONAL METAFUNCTION
The interpersonal metafunction, as explained by Lock (1996), focuses on the interaction between speakers and listeners, facilitating the exchange of roles through various forms of communication such as statements, questions, offers, and commands Butt et al (1995) emphasize that this function of language is crucial for establishing relationships and clarifying our propositions Additionally, Banks (2002) highlights that interpersonal meaning pertains to the collaborative dynamics between the speaker, the audience, and the conveyed message.
Language serves as a crucial tool for social interaction, facilitating interpersonal meanings that help establish and maintain relationships, influence behavior, convey information, and engage in negotiation According to Eggins (2004), the interpersonal aspects of language are essential for social collaboration, as they shape the way individuals connect with one another Halliday (1994) emphasizes that the interpersonal metafunction of language empowers users to effectively navigate these social dynamics.
25 express social as well as their relations and the interpersonal metafunction is concerned with clauses as exchange
Mood is a key component of the interpersonal metafunction, as highlighted by Thompson (2004), who classifies clauses into Mood and Residue, with the Mood element further divided into Subject and Finite This classification allows for the determination of a clause's mood through its subjects Almurashi (2016) emphasizes that mood and modality are essential grammatical systems within the interpersonal metafunction Setyowati (2016) explores the speech functions in Hans Christian Andersen's short story "The Real Princess," aiming to elucidate its interpersonal meaning The study reveals a diverse use of mood and modality, alongside a significant prevalence of third-person pronouns (83%) compared to first-person pronouns (7%).
The interpersonal metafunction serves as a grammatical framework that enables speakers to express their intricate interpersonal relationships It focuses on key grammatical systems such as mood, modality, and person, facilitating effective communication and interaction.
Mood is a vital component in maintaining communication and facilitating the interpersonal metafunction of clauses as exchanges According to Halliday and Matthiessen (2004), a clause can be broken down into a mood element and a residue, with the mood element consisting of two key components: the subject and the finite Mehwish, Ali, Muhabat, and Kazemian (2015) emphasize that the subject and finite are essential features of the mood element, while the residue encompasses various sub-elements such as the predicator, complement, and adjunct Typically, the subject and complement are represented by nominal groups, highlighting the intricate structure of clauses in effective communication.
The 26 elements of the verb play a crucial role in identifying the Finite The nonfinite components of the verbal group facilitate the recognition of the Predicator, while the Adjunct pertains to an adverbial group or prepositional phrase As noted by Banks (2002), the mood of the entire clause is influenced by the subject, which is represented by the nominal group.
Bankole and Ayoola (2014) conducted a study to investigate how interpersonal relationships are formed through the analysis of propositions in Christian magazines Their findings revealed a total of 194 ranking clauses across six magazine editions, with declarative mood predominating at 85% In contrast, the interrogative mood was the least common at 3.6%, while the imperative mood represented 11.3% of the clauses analyzed.
Chueasuai (2017) identifies three primary structural mood types: declarative, interrogative, and imperative clauses Similarly, Kamalu and Tamunobelema (2013) emphasize that these clausal moods represent distinct interpersonal relationships among participants The declarative mood conveys strong, factual statements, while the imperative mood is used for authoritative commands In contrast, the interrogative mood reflects the social dynamics and status of participants in communication.
In their 2015 study, Mehwish, Ali, Muhabat, and Kazemian analyzed the casual mood of the last address of the Holy Prophet, identifying three distinct types: declarative, imperative, and interrogative The researchers noted that the declarative mood conveys strong, factual information, while the imperative mood expresses commands or requests and typically omits the subject, directly leading with the action Furthermore, they clarified that the interrogative mood does not conform to traditional wh-questions or yes/no question formats.
27 interrogative mood simply indicates two options and the function that claims the power relations
The three types of clausal mood—declarative, imperative, and interrogative—play a crucial role in the interpersonal metafunction, facilitating interaction between speakers and addressees By analyzing these mood types, one can better understand how speakers and writers express their attitudes and influence the judgments of listeners and readers This study focuses on examining the three structural mood types within two selected picture books.
Modality, as defined by Crystal (2008), refers to the grammatical and semantic contrasts in mood indicated by verbs and related categories Palmer (1986) elaborates that modality expresses the speaker's opinions or attitudes regarding their statements Additionally, Lyons (1977) describes modality as a type of meaning that pertains to the status of a proposition.
According to Halliday (1994), modality serves to convey a speaker's position, emotions, affirmations, and attitudes It also reflects the speaker's estimation and uncertainty regarding perceptions, making modal words and expressions effective tools for expressing varying opinions and attitudes Halliday (2000) further emphasizes that modality represents the spectrum between affirmation and negation.
Modality plays a crucial role in communication by indicating the speaker's judgment and the obligations tied to their statements Halliday (2000) emphasizes that modality is essential for fulfilling the interpersonal metafunction of clauses, as it helps convey the validity of propositions Various methods exist to express modality, such as using modal auxiliaries, adverbs, intonation, and mental-process verbs, highlighting its functional significance in text.
Hila (2008) offers that there are many types of modal such as obligation and necessity (must, need, should, and ought), ability and possibility (can and could)
According to Palmer (1990), English modal verbs are a subset of the auxiliary verbs utilized primarily to express various meanings e.g ‘possibility’, ‘necessity’,
Modal verbs in English, such as can, could, may, might, shall, should, will, would, and must, play a crucial role in conveying modality, which encompasses concepts like contingency, permissibility, obligation, and proscription By modifying the meaning of other verbs, typically in their infinitive form, these modal verbs enable the expression of a diverse array of meanings and probabilities.
Koussouhon and Ashani (2015) conducted a study on the Systemic Functional Linguistic and critical discourse analysis of President Buhari’s inaugural speech, revealing that his use of modality is characterized by modulation and modelization The frequent repetition of modal words such as “have to,” “must,” “could,” “should,” “will,” and “shall” underscores Buhari's strong commitment, moral obligation, and accountability to his administration Alwi (1990) categorizes modality into four types: intention modality, epistemic modality, deontic modality, and dynamic modality.
T EXTUAL METAFUNCTION
Halliday and Matthiessen (1999) define textual metafunction as the means of establishing a relationship between the text producer and the audience, allowing for a clear understanding of the writer's connection to the context of the text This metafunction is realized through the choices made by writers in combining their ideas with the realities they wish to convey (ideational), as well as the relationships they aim to create and nurture (interpersonal) Furthermore, Halliday and Matthiessen (2004) demonstrate that textual metafunction operates in conjunction with both ideational and interpersonal metafunctions, highlighting its integral role in effective communication.
31 is realized by the organization of the text in which ideational and interpersonal meaning are bound together into a coherent
The textual metafunction, as outlined by Halliday and Matthiessen (2004), focuses on producing coherent texts Bloor and Bloor (1998) emphasize its language-oriented nature, highlighting its role in organizing and structuring linguistic information to ensure cohesion and coherence Additionally, Halliday and Hasan (1989) explain that this metafunction addresses the contextual relationships that enable speakers to create meaningful texts by identifying topics and their relevance Ultimately, the textual metafunction enhances the connectivity and cohesiveness of language within a text.
Thematic structure is a key aspect of the textual metafunction, consisting of two main components: Theme and Rheme According to Bloor and Bloor (1998), the Theme serves as the starting point of the clause, representing the departure point of the message Following the Theme, the Rheme encompasses the rest of the clause, elaborating on the initial idea Bloor and Bloor further clarify that the Theme acts as the destination for the speaker's starting point, while the Rheme provides the subsequent information that develops the message.
According to Banks (2002), the textual metafunction is a crucial aspect of meaning potential that links texts together, encompassing elements like thematic structure, information structure, and cohesion This highlights that textual meanings are centered on how a text is constructed and organized, reflecting the inherent meaning within it Consequently, it suggests that speakers consistently arrange their information when communicating through language.
In conclusion, the textual metafunction is concerned with the verbal world, the cohesion of texts and clauses as messages
According to Halliday and Matthiessen (2004) in their theory of Systemic Functional Grammar, Theme and Rheme proceed from the term of the Prague school of
According to Halliday and Matthiessen (2004), the Theme and Rheme are essential components of textual systems, serving to convey a "line of meaning" within a clause The Theme represents the starting point of the message, shaping the overall meaning of the language, while the Rheme follows, elaborating on the Theme and often introducing new information for the reader This structure influences how readers interpret the information presented, with the Theme guiding their understanding of what comes next.
According to Wang (2007), Theme and Rheme can be identified by their specific placements within a clause, with Theme positioned first and Rheme following.
According to Halliday and Matthiessen (2004), a Theme typically consists of an unmarked theme that serves as the subject of a sentence This indicates that when a marked theme is present, there will also be an unmarked theme, which is the subsequent subject In their framework, Halliday and Matthiessen identify the marked Theme as a significant element of sentence structure.
The 'Contextual frame' or 'Orienting Theme' alongside a marked Theme can significantly alter the textual framework Halliday and Matthiessen (2004) propose that an unmarked Theme plays a crucial role in maintaining the topic of the text Essentially, this indicates that the structure of a sentence can influence the coherence and focus of the overall content.
The lion beat the unicorn all around the town
All around the town the lion beat the unicorn
However, the unicorn still did not want to bow to the lion
The lion decided to beat him to death
Would the unicorn give in to the lion
When the lion got to the battle field the unicorn was ready for the battle
33 function of an unmarked theme is known as a subject and the marked theme is used to preserve the topic of the text
Fonteyn (2004) identifies several types of themes, including Topical Themes, which convey the main content; Orienting Themes, which serve as connecting phrases; Opinion Themes, reflecting the writer's viewpoint; Qualifying Themes, indicating the reliability of information; and dependent clauses or phrases as themes Eggins (2004) outlines three primary patterns of thematic progression: the Theme reiteration or constant theme pattern, the zig-zag or linear theme pattern, and the multiple theme or split Rheme patterns Similarly, Paltridge (2000) categorizes thematic progression into these same three patterns, defining the Theme reiteration pattern as the repetition of the first theme at the start of subsequent clauses The zig-zag or linear theme pattern involves using the subject from the Rheme of one clause as the theme of the next, while the multiple theme or split Rheme progression consists of a Rheme with multiple components, each of which may serve as a theme in following clauses.
Understanding the theme and rheme pattern is crucial for creating cohesive texts, as highlighted by Wang (2007) The theme allows readers to see how clauses are interconnected, fostering coherence and cohesion throughout the text Eggins (2004) emphasizes that theme plays a vital role in this process by influencing the sequence of thematic elements, which contributes significantly to the text's overall cohesion and coherence Thematic progression, defined as the exchange of information between sequential Theme-Rheme pairings, is essential for effective communication The arrangement of given and new information is key to achieving a cohesive text, necessitating adherence to specific patterns of thematic progression Paltridge (2000) further notes that thematic progression involves the repetition or recurrence of meanings within the themes of clauses.
34 the previous Theme or Rheme In other words, Thematic progression helps in giving cohesion and coherence to a text, as well as leading the reader through the text
Theme and rheme are essential components of textual metafunction, playing a crucial role in establishing cohesion and coherence within a text They contribute to meaning construction, idea organization, and the interpretation of messages by readers This study aims to analyze three specific types of theme progression—theme reiteration (constant theme pattern), zig-zag (linear theme pattern), and multiple theme (split rheme pattern)—to investigate cohesion and coherence in two selected picture books.
Coherence in a text is achieved through logical connections among words, sentences, and paragraphs According to Fonteyn (2004), the theme is crucial for establishing coherence, as it links the relevance of each sentence to its predecessor A coherent text ensures that every sentence is interrelated, and each paragraph maintains unity, ultimately facilitating effective communication of the text's meaning.
In a study conducted by Cahyono (2011) at Diannuswantoro University, the writing of ten fourth-semester English department students was analyzed, revealing the use of constant, zig-zag, and multiple thematic progression patterns The research found that theme reiteration, or constant theme patterns, were the most prevalent in the students' writing Additionally, the students frequently employed third-person singular and plural pronouns such as me, him, her, it, and them to discuss their memorable experiences with friends and others The study also highlighted the widespread use of multiple and zig-zag theme patterns, indicating that students aimed to enhance their paragraphs by incorporating various pieces of information as themes in subsequent clauses Cahyono (2011) noted that in zig-zag theme patterns, the rheme from one clause was often utilized as the theme in the following clause.
In a study by Cahyono (2011), it was found that students effectively developed coherent paragraphs by establishing logical connections between their sentences The research highlighted the significant use of a constant theme in student writing, along with the presence of zig-zag and multiple theme patterns This indicates that the students' texts are coherent, as the clauses are interrelated, contributing to a unified and clear expression of ideas.
Coherence in text is achieved through the effective use of Theme-Rheme structure and Thematic progression This study examines the different methods by which coherence is established in writing.
H ALLIDAY ’ S S YSTEMIC F UNCTIONAL L INGUISTICS
Systemic Functional Linguistics (SFL) is a theory that views language as a social semiotic system Developed by Michael Alexander Kirkwood Halliday, SFL builds on the ideas of his teacher, John Rupert Firth, emphasizing the functional aspects of language in social contexts.
(1978) articulates that SFL clarifies language as a progression of making meanings and grammar is a source of building meaning that employs wording According to Halliday
Systemic Functional Linguistics (SFL), as established by Halliday (1978), not only encompasses the text's meaning but also the semantic systems that convey ambiguity, antagonism, and social dynamics Halliday's framework (1994) highlights the intricate relationship between culture, society, and language use, positing that cultural and social beliefs shape both the language system and everyday interactions Consequently, the researcher determined that SFL is an appropriate lens for analyzing the language present in the two picture books examined in this study.
According to Halliday (1994), Systemic Functional Linguistics (SFL) theory delineates the structure of language and its role in conveying meaning within social contexts It emphasizes how speakers generate utterances and texts to express meaning through three metafunctions: ideational, interpersonal, and textual These metafunctions encompass a broad spectrum of meaning potentials, which include sub-elements such as Transitivity, Thing, and Quality, each characterized by specific semantic features.
Halliday and Martin (as cited in Haratyan, 2011) identify three metafunctions as essential components of the context of situation The ideational metafunction encompasses experiential and logical meanings, reflecting language users' experiences in their environment The interpersonal meaning focuses on societal relationships and the roles of participants within discourse Meanwhile, the textual metafunction emphasizes the organization of language, shaping and structuring linguistic information to create coherent text.
According to Halliday (1978), segments of language, such as texts, sentences, and clauses, convey three types of meaning He emphasizes that these categories of metafunction are essential for humans to understand one another and their environment This study seeks to explore how various meanings are constructed within a text.
C ONCEPTUAL FRAMEWORK OF THE STUDY
This study is designed to interpret the two selected picture books based on the
Systemic Functional Linguistic (SFL) theory The theoretical framework for the study is given below
2.9.1 Systemic Functional Linguistic (SFL) theory
Systemic Functional Linguistics (SFL) views language as a social semiotic resource that individuals use to convey meaning within specific contexts (Ming, 2014) It emphasizes the relationship between language and its functions, highlighting how language serves various purposes (Nordquist, 2020) The SFL approach is particularly effective for analyzing discourse, as it focuses on the text and its social context (Tannen et al., 2015) Language, according to SFL, consists of socially meaningful signs, allowing people to create meanings from a diverse range of linguistic and non-linguistic signs (Tannen et al., 2015) Furthermore, a strong understanding of grammar and vocabulary is essential for contextual awareness, which is crucial for text analysis (Woldemariam, 2015) In SFL, a text is considered the fundamental unit of functional meaning, serving as the basis for analysis (Tannen et al., 2015) This framework is also valuable for examining the influence of academic background on language use Consequently, this study employs SFL to investigate the language in two picture books.
According to SFL theory, as outlined by Almurashi (2016), language is analyzed through four key components: context, semantics, lexicogrammar, and phonology Similarly, Eggins (2004) categorizes language into four levels: context, discourse semantics, lexico-grammar, and phonology or orthography (graphology) Almurashi emphasizes that context plays a crucial role in understanding language, highlighting its significance in effective communication.
Context plays a crucial role in meaning-making, traditionally defined as the surrounding sentences and texts However, modern linguistics expands this definition to include nonverbal elements, where communication and physical activities take place The fundamental framework of Systemic Functional Linguistics (SFL) explores the relationship between language and the social system This study examines how authors of two picture books portray characters' life experiences According to Almurashi (2016), context is a foundational concept in SFL, categorized into two types: "context of situation" and "context of culture."
As claimed by Ming (2014), the official term ‘genres’ is another concept of
‘context of culture’ and the term ‘genre’ is extensively used in many disciplines Ming
In the study of genre, it is seen as a reflection of social activity and change, as well as a struggle for dominance (2014) Eggins (2004) identifies various genres within English culture, including literary, popular fiction, popular non-fiction, and educational genres Martin (1992) highlights that the context of a situation encompasses four key factors: the participants, their actions, relevant situational characteristics, and the outcomes of verbal interactions Building on this, Halliday (1978) expanded the concept of "context of situation" into what is known as "register," defining it as the semantic resources that connect cultural elements with specific situation types.
In social contexts, 'register' refers to the potential meanings that can be derived, as outlined by Martin (1992) He emphasizes that genre, which pertains to the context of culture, and register, related to the context of situation, illustrate semantic diversification and function as a system of social processes.
Social context is categorized into genre and register, serving as the foundational elements of language Together, language, register, and genre form the essential components of the contextual model.
According to Eggins (2004), discourse-semantic encompasses three metafunctions: Interpersonal, Ideational, and Textual This framework integrates lexico-grammar, which combines grammar and vocabulary, reflecting the nature of language through both lexis and grammar Additionally, phonology and orthography pertain to the sound, writing, and wording systems This study explores the discourse-semantic model of systemic functional linguistics, a subsystem of the context of situation, emphasizing the need for a semiotic framework to enhance the understanding and discussion of written texts.
The functional model of language
Figure 2.3 illustrates the connection between the three semiotic functions and the three semantic metafunctions, highlighting the significance of Systemic Functional Linguistics in understanding meaning (O’Halloran, 2008a) O’Halloran posits that the field aligns with the ideational metafunction, while tenor corresponds to the interpersonal metafunction, and mode relates to the textual metafunction Halliday and Matthiessen emphasize that the concept of metafunction underscores the integral role of function within a comprehensive theoretical framework.
According to Halliday and Matthiessen (2004), the Systemic Functional Linguistics (SFL) theory encompasses a variety of characteristic subsystems at both the lexicogrammar and discourse semantics levels The SFL framework categorizes human language into three primary types of meaning: ideational metafunction, interpersonal metafunction, and textual metafunction.
Clause as exchange: Mood, Modality, Person
The (sub)systems of Context of situation, Discourse Semantics and Lexico-grammar
42 combining between Almurashi (2016) and Thanh (2017) which presents the principal functions of the three metafunctions of language
According to Halliday (1994), languages generate three types of meanings: ideational meanings, which interpret both outer and inner experiences and logical relations; interpersonal meanings, which express social relations; and textual meanings, which connect the first two to create coherent texts Banks (2002) emphasizes that the ideational metafunction focuses on developing and maintaining a theory of experience, comprising two primary functions: the experiential function and the logical function.
Transitivity is a key element of experiential meaning in Systemic Functional Linguistics (SFL) According to Banks (2002), transitivity encompasses the type of process within a clause, the participants involved, and the surrounding circumstances Thus, transitivity serves to connect processes, participants, and contextual factors in a cohesive manner.
Interpersonal meanings – How do we interact and relate
How do design and layout build meaning?
Verbal resources for expressing actions and ideas, presenting characters or participants and showing circumstances.
Verbal resources for interacting with others, showing feelings, attitudes, credibility and power relationships.
Verbal resources for organizing logical and cohesive texts.
According to Eggins (2004), the logical function pertains to the establishment of logical-semantic relationships between clauses, with key components including modification, coordination, subordination, and apposition This study explores the logical functions of ideational metafunction to analyze how various aspects of modification, along with different types of coordination and subordination, convey meaning in two selected picture books.
According to Halliday (1994), the interpersonal metafunction encompasses the interaction between speakers and listeners, as well as writers and readers, enabling individuals to use language for social positioning and collaboration This study examines key elements of the interpersonal metafunction, specifically mood, modality, and person Additionally, Halliday and Matthiessen (2004) highlight the textual metafunction, which pertains to how individuals construct cohesive texts and organize meanings effectively The research emphasizes components of the textual metafunction, including thematic structure, information structure, cohesion, and coherence, to analyze the organization of information in selected picture books.
This study centers on the discourse-semantic model, emphasizing the significance of language meaning Utilizing Systemic Functional Linguistics (SFL), the researcher examines language features in two picture books The analysis focuses on the discourse-semantic model within SFL, exploring ideational, interpersonal, and textual functions These hypotheses serve as the basis for describing verbal resources used to express ideas and actions, interact with others, and organize coherent texts in "Twiggle."
Story” picture books Hence, this study explored texts that can make these different meanings.
R EVIEW OF PREVIOUS STUDIES
A study by Montes, Barboza, and Olascoaga (2014) explored the impact of systemic functional linguistics and discourse analysis on students' reading processes The findings indicated that factors such as theme, rheme, and progression types significantly influenced comprehension The researchers emphasized the importance of varied texts to enhance understanding and noted that practice is crucial for students who wish to grasp authors' ideas and intentions However, the study also highlighted the challenges students face due to the complex nature of text progressions, which often hinder their ability to follow ideas effectively.
In his 2010 research, Wang utilized Systemic Functional Linguistics to analyze Barack Obama's presidential speeches, focusing on the transitivity system, a key component of ideational functions The analysis revealed significant insights into Obama's use of material, mental, and relational processes within his speeches.
In their 2014 study, Yang and Xie examined discourse markers in "Honest Phrases" through two distinct communication interactions: daily conversation and police interrogation Utilizing the framework of systemic functional linguistics, they focused on three metafunctions—ideational, interpersonal, and textual—to provide insights into the multifunctional nature of "Honest Phrases." Their findings indicated that each sentence can be effectively analyzed through these three metafunctions, enhancing comprehension of discourse dynamics.
In his 2012 study of the short story "Thank You, M'am," Bilal utilized the three Metafunctions of language to enhance readers' comprehension of the text Focusing on the ideational metafunction, Bilal examined transitivity within the narrative, revealing how the story conveys meaning and enriches the reader's understanding.
The article explores the use of Relational, Material, and Mental Processes within the experiential function of the narrative It highlights the interpersonal metafunction, particularly through the use of imperatives spoken by Mrs Jones, which underscore her authoritative role, as seen in phrases like “Let water run until it gets warm” and “Eat some more, son.” Additionally, Bila (2012) identifies the interplay between narrative statements from the author and dialogues among characters, emphasizing the narrator's role in conveying character emotions while utilizing conversations to structure the sequence of events and speech acts throughout the text.
Kamilah (2014) conducted a comprehensive analysis of William Ernest Henley's Victorian poem "Invictus" to enhance understanding of the text Utilizing the three metafunctions of language—ideational, interpersonal, and textual—Kamilah's study revealed that the ideational metafunction was explored through mental, relational, and material processes The interpersonal function highlighted the poem's engagement with readers, facilitated by the personal pronoun "I," which invites readers to evaluate the narrative and participate actively Additionally, the textual metafunction emphasized how the use of "I" in the poem's characterization aids readers in grasping its meaning more effectively.
In the conclusion of Kamilah (2014)’s study, the researcher assumed that in the field of linguistics, Halliday’s metafunctions contribute to the comprehension of the semantics of a text
In her 2015 study, Jayanti analyzed the interpersonal, ideational, and textual metafunctions of eighth-grade students' recount texts at SMP 2 Kudus from the 2014-2015 academic years The research focused on the transitivity of the ideational metafunction, examining interpersonal meaning through mood and modality Additionally, it explored the thematic structure related to the textual metafunction, providing a comprehensive understanding of the students' writing.
The study by Patpong (2019) explored the three metafunctions of language using Systemic Functional Linguistics (SFL) to analyze amulet advertisements in Thailand It specifically examined the ideational, interpersonal, and textual metafunctions, with a focus on experiential analysis within the interpersonal metafunction The findings revealed a variety of participants and process types in the texts, highlighting that the declarative mood predominates due to the informative nature of the advertisements, which emphasize production details, product attributes, and consumer experiences In terms of the textual metafunction, unmarked topical themes were identified as the most significant, while marked themes appeared through elements such as location, space, manner of quality, and cause of reason.
Using Systemic Functional Linguistics (SFL), Ayoola (2013) explored the interpersonal meanings in political advertisements, finding no correlation between these meanings and lexico-grammar structures Similarly, Banks (2002) applied SFL to investigate the three metafunctions within a mini-corpus of two short texts, concluding that these metafunctions effectively emphasize the text's characteristics in a clear and impactful manner Additionally, Kamalu and Tamunobelema (2013) examined literary texts reflecting religious identities and ideologies, demonstrating that mood plays a crucial role in understanding the structural interpersonal relationships among participants, as informed by SFL.
This study aligns with previous research that employed Systemic Functional Linguistics (SFL) theory, particularly focusing on the three metafunctions of language By utilizing SFL, this research analyzes two selected picture books, emphasizing experiential meaning, a key component explored in similar studies.
47 the ideational metafunction to analyze texts in their studies Nevertheless, the current study focused on how the logical function is applied to analyze texts of the two picture books.
S UMMARY
This chapter outlines the theoretical framework for analysis, highlighting the three metafunctions of language: ideational, interpersonal, and textual A review of previous research informs the exploration of linguistic elements in selected picture books through the lens of Systemic Functional Linguistics (SFL) theory The following chapter will detail the study's methodology.