Functionalism Final - Lecture notes 7 PDF

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Great Ideas About Language (Q1084) Week 7 Seminar: 10th November 2017

Bethany Witcomb

Functionalism: From the Prague School to Halliday “The notion ‘functions of language’ is perhaps not as straight forward as it appears at first sight. We cannot simply equate ‘function’ with ‘use’; instead we must be prepared to take a more general and in, the context of the adult linguistic system, a more abstract view of the nature of linguistic function” (Halliday, 1973: 8) So, what are the Prague Functionalists all about? Also known as European Functionalists/ Prague School/ Prague Linguistic Circle. They practice a style of synchronic and diachronic linguistics, with their hallmark being that they view language in terms of its function in a social context. The outstanding issue is to understand how each component of language works in terms of its relations with others, and going beyond simply describing it. Every component of a language, such as a phoneme, morpheme and so forth, exists to fulfil a particular function. How do they compare against American Descriptivists (Formalists)? Prague Functionalists disagree with American Descriptivists, which included Chomsky, on the basis that they are only concerned with the anatomy of language, claiming that "language should be examined as an autonomous subject" (Davidse, 1987: 40). For Functionalists, description is not enough. Although it is important, the more outstanding issue is why certain linguistic choices are made and what their function is. Is there a logical progression between functionalism and structuralism? Functionalism can be said to be a reaction against the theories that started with Structuralism: for example, the focus on structural interconnections in a synchronic context. Functionalism takes this notion into account regarding the similar attention to relations, but takes a step forward to focus upon their functions. Value/ Sign relations -> sign in terms of its function. Halliday: the 'big' Functionalist? Halliday can be considered the most direct follower of Mathesius, as both share the same views that it is "unhelpful to contrast what the speaker actually does with his language to the subjective reality of what he knows of it" (ibid.:41) However, the most specific link between the two lies in their functional approach to linguistic structure. What do people do with language in order to convey something? "Halliday would say language is essentially a meaning potential: its global function is to mean" (ibid.: 42), we always want to mean something. The Regulatory Function: One of 7 functions in Halliday's Taxonomy: The regulatory function is used to influence and control the behaviours of others, e.g. 'pick up', 'come here' and 'stop that' (tend to be, but not limited to imperatives). This can be useful in the relationship between mother and child, a sense of regulation is needed by the parent in order to teach them. Can also done in a non-linguistic way, e.g. Look and points. Reminder of Halliday's functions - (seen as micro-functions): Function Where language is used to Instrumental Fulfil a need ('milk') Regulatory Influence the behaviours of others ('pick up'): concerned with persuading, commanding and requesting. Interactional Develop and maintain social relationships ('love you'): concerned with the phatic dimension of talk. Personal Convey individual opinions, ideas and personal identity ('me like '…''): often referred to as the 'here I am' function. Representational Convey facts and information ('it's hot'): an exchange of information, concerned with relaying and requesting information. Imaginative Create an imaginary world - typically seen in children's play ('me shop-keeper') Heuristic Learn about the environment ('what's that') Figure 1: Halliday's taxonomy. (Halliday, 1973 as cited in Titjen and Saunders, 2013)

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Great Ideas About Language (Q1084) Week 7 Seminar: 10th November 2017

Bethany Witcomb

When does the earliest use of language amongst children occur? Typically, 18 months old for a child as this is when language from the adult's linguistic system can be recognised, however it can be argued that by nine/ten months a child begins to express and understand meaning (Davidse, 1987: 53). Halliday distinguishes three phases of development: in the first phase, a child "creates a small system of linguistic signs" that "owe nothing to the adult language" (ibid.), so such things as babbling and crying in the pre-verbal stage presents an instrumental function as it expresses a need for something. When is metalanguage mostly used? Originally used by Functionalist Roman Jakobson, the terms means simply using a language to talk about language. For example, 'that's a funny question you're asking'. It is important as for linguists to understand each-others work, they must be able to distinguish the description of metalanguage from the description itself. (ibid.: 40) How can transactional and non-transactional be understood in Halliday's terms? Transactional: Language which is used to make a transaction and has a result, there is an overall aim for the conversation. Most of the time we indicate meaning, and therefore engage in transactional exchanges. For example, the process of booking an appointment. Non-Transactional: Language with no specific or particular aim or meaning. Small-talk has no desirable result, displaying how we are more concerned with the other participant in talk. For example, talking about the weather. Three main Meta-functions: Ideational

Interpersonal

Textual

Concerned with building and maintaining theory of experience: explains our experience of the world. ‘The verbs we choose to express our ideas’

Position people in relation to one another. Deals with the social and power relations between language users. ‘How polite we are to one another’

Language-orientated and concerned with forming connections to produce coherent texts. Consisting of theme and rheme ‘The way in which we organise a sentence or place stress’

Identifying theme and rheme: Theme: the given/ already negotiated. Rheme: the new – remainder of the message in the clause. Gratton Puxon has been fighting gypsy evictions for fifty years. Theme is always on the left for Halliday, but can decide where the rheme starts depending on the intonation. Gratton Puxon has been fighting gypsy evictions for fifty years. The idea of theme and rheme being placed on the left and right respectively, can be challenged to its rigid structure. Surely, if fifty years was stressed, it would be identifiable as the theme. However, for this to be the case in Halliday’s terms the sentence would have to be structured as: For fifty years Gratton Puxon has been fighting gypsy evictions. This can be considered a practical approach as then each component is easily identifiable. For further research: Gibbon has a less strict formula that still maintains particular functions and stress, but is more flexible in the placement of ‘old’ and ‘new’ information. Bibliography: Harvard Davidse, K. (1987). M. A. K. Halliday's functional grammar and the Prague School. In: R. Dirven and V. Fried, ed. Functionalism in Linguistics. Amsterdam: John Benjamins. Halliday, M. (1973). Explorations in the Functions of Language. London: Edward Arnold. Titjen, F and Saunders, M (2013). AQA English Language B. Cheltenham: Nelson Thornes.

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Great Ideas About Language (Q1084) Week 7 Seminar: 10th November 2017

Bethany Witcomb

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