Functionali

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A D E N U R U L FA D I L L A H 2 3 2 3 0 4 2 0 2 5
AULIA FITI RAMADANI 2323042026
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Contents
Introduction

2 Defintion

3 Function

4 TEFL

5 Conclusion
Introduction
Functional linguistics is closely connected to the
study of how language works in society, which is
called sociolinguistics, and how it relates to culture,
known as anthropological linguistics.
 Background
Systemic Functional Linguistics (SFL) is a way to study language introduced by a
linguist named Michael Halliday in the 1960s. It focuses on how we use language
in real-life situations.
In SFL, they look at the choices we make when we talk or write, like using different
types of sentences or words. These choices have a purpose, or function, in
communication.
SFL is part of a group of linguistic theories that look at language in the context of
how people use it in society. This is different from another group of linguistics that
mainly focuses on the structure of language.
The idea of looking at language in this way started in Eastern Europe and spread to
different parts of the world, including England, America, and other places.
 Definition
Functionalism is an approach to language development that
focuses on the relationship between linguistic form and social
meaning

Systemic functional linguistics is the study of the relationship

between language and its functions in social contexts. Also
known as SFL, Systematic Functional Grammar, Halliday an
Linguistics and Systematic Linguistics. Three layers make up
the language system in SFL: meaning (semantics), sound
(phonology) and formula or vocabulary (syntax, morphology
and vocabulary)
 Functions of According to Halliday

Language
(1975)
INSTRUMENTAL REGULATORY
It refers to when language is When a speaker commands, persuades or
used to fulfil a need, such as requests something from someone else
Regulatory language controls the listener's
requiring food, drink, or
behaviour (the speaker adopts a
comfort.
commanding tone).
For example, the phrases 'I Examples include:
want', 'Can I have', and 'I 'Let's go home now.' or
need'. 'Go away!.'
INTERACTIONAL
This is how we form relationships
with others as it encompasses the
communicative use of language.
For Example:
‘Thank you mom’, ‘I love you
dad’, or ‘I am so sorry for your
lost’.
PERSONAL
This function defines how we
refer to ourselves and express our
personal opinions, our identity,
and our feelings. A child may
communicate their opinions and
emotions in a simplistic way,
using phrases like 'me good' or
'me happy'.
HEURISTIC
This term refers to language
associated with discovery and
explanation, usually in the form of
questions or a running
commentary (when the child talks
about what they are doing as they
are doing it)
R E P R E S E N TAT I O N A L
Similar to heuristic and personal
functions, representational language
occurs when we request information.
However, it differs from 'heuristic' and
'personal' functions as it also refers to
when we relay information. In other
words, it describes the exchange of
information between two or more people
I M A G I N AT I V E
When children tell stories and create
imaginary friends or concepts in their
heads, it is an imaginative way of
using language. Imaginative language
usually occurs in leisure or play
scenarios
 Systemic Function in
Linguistic
Ideational linguistic features describe how we use language to take in experiences. It is made up of
'experiential function' and 'logical function'.

Interpersonal: This function allows speakers to convey their complex and diverse emotions to those around them,
helping people to establish and maintain interpersonal relationships with people around them

Textual: This function describes the grammatical systems that manage the flow of discourse
 The Relevancy between
functionalism and TEFL
In linguistics, functionalism is an approach to language research that focuses on the functions that
language performs, particularly in terms of cognition (relating knowledge), expressiveness (showing
emotion), and conation (exerting influence). The teaching and learning process progresses from the
first comprehension of the topic and task to the development of independent genre control.
The functional approach to language does not provide passing along language-related recipes or
instruction. Instead, it relates to helping students create successful texts for particular reasons and
provide comments on context-relevant points of need. When young people participate in the writing of
texts and chances for explicit discussion of those texts are provided, a functional model of the language
can be formed.
 Conclusio
ns
Functionalism is a way to study how language works, focusing on how we use language to

convey meaning in different situations. SFL is a branch of this approach that looks at how

language structure (grammar) connects with what we mean. Halliday found seven ways we use

language, from basic needs (like asking for things) to storytelling and imaginative play.

SFL divides language into how we understand experiences, express feelings and maintain

relationships, and structure our words in conversation. Functionalism helps teach English by

showing how language is used for real purposes, like writing reports or telling stories.

In teaching, we set learning goals, choose the type of language to teach, plan activities, and use

sample texts to help students learn how to use English effectively.

In short, functionalism helps us understand how language works in real life, which is useful for

teaching English and understanding how children learn language.

 QnA
session