Phasal And Experiential Realizations In Lecture Discourse, A Systemic Functional Analysis

(1)

I ,

\

W

I

jj ,

PHASAL AND EXPERIENTIAL REALIZATIONS

IN LECTURE DISCOURSE:

A SYSTEMIC FUNCTIONAL ANALYSIS

TENGKU SILVANA SINAR

F (" _'lfUSTAKAAN

USU

No

,

Ｇｾｦ＿ｬＧｦｃ＾

12,1

No.

'P. 0

'tto

ｾ

f,j

-_.-Sumbcf

-ijci.cltc:L£t

-

-D1tlerHSll

.2.0

.2.

ｾ

2.-DCll

FACULTY OF LANGUAGES AND LINGUISTICS

UNIVERSITY OF MALAYA

MAY 2002

(2)

,

\

..

)

..

•

DEDICATION

Dedicated to Abdul Wahab Yahya Al haj,

Shahnaznshrafia and Ashfaq Yasser,

Tengku Luckman Sinar S.H. Al haj

and Tengku Daratul Qamar

ii

(3)

•

CERTIfICATE:

[ certify that this dissertation is my own research account and its content has

not been submitted for a higher degree to any other university or institution.

Tengku Silvana Sinar

(

(4)

•

1

•

Ｍｾ

ABSTRACT

The problems investigated in this study are (I) what are the phasal realisations of

the lecture discourse (LD) with respect to the phase and sub-phase types and

patterns, (2) what are the experiential semantic realisations of the LD with respect

to

the

semantic

representation,

and

(3)

what

arc

the

experiential

lexieogrammatical realisations of the LD with respect to the transitivity system

representation?

This study is corpus-based in which materials were selected as corpora for

investigation. The approach is qualitative/quantitative-descriptive in nature, and

the method is observational. The spatial setting is the Faculty of Languages,

University of Malaya, whereas the temporal setting is March and July 1995. The

subject population is lecturers and students of the institution. The sample consists

of 7 lecturers and 387 students that are selected by employing a random sampling

technique. Of all the lectures that involve the sample, 7 lectures-in-texts are

selected as data by applying the researcher's judgement sampling technique. The

data arc collected by means of audio-visual recordings and transcriptions, and

they are analysed by employing a complementary method of analysis that

combines Young's model and Halliday's model. The primary instrument of this

study is the researcher herself, whereas the secondary instruments arc (I)

classification schemes of the semiotic aspects that are in focus, (2) data sheets

that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.

The findings reveal that the Lfr-in-text as a whole is typically realised and

characterised by the following: (I) the Substantiation (SU) as the most prominent

macro-function and the Consent (CT) as the least prominent, (2) the Definition

(DE) as the most prominent micro-function and the Aside (AS) as the least

prominent, (3) the Being as the most prominent semantic field and the Existing as

the least prominent, and (4) the Relational as the most prominent transitivity

process type and the Existential as the least prominent. The macro-function

patterns display dynamic variations, and the micro-function patterns demonstrate

greatly dynamic variations. Furthermore, the findings also show the following:

(I) the Carrier as the most prominent participant function and the Target as the

least prominent, and (2) the Non-human as the more prominent participant type

than the Human. In addition, the Location circumstantial type is the most

prominent, whereas the Contigency is the least prominent.

Based on the main findings, there is strong evidence to suggest that the 'semiotic

behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,

and the goal to achieve has tended to be more academic-oriented than

social-oriented,

In this, the lecturers as the primary speakers of the lecture room

interactions have tended to focus on the

transformation

of intellectual values

(academic knowledge/skills) with the least social values involved therein. The

most prominently occurring SU macro-function, DE micro-function and Being

and Relational processes arc clear indicators of this endeavour.

IV

(5)

•

.

The scope and objectives of this study have been delimited to investigating LD

phenomena at the levels of phase, sub-phase, experiential semantics and

transitivity grammar. To provide a comprehensive account of LD phenomena at

the given Malaysian institution in particular, it is suggested that further research

of this kind with a wider scope needs to be earned out, as such that it includes all

relevant aspects and dimensions of all the semiotic levels in the overall semiotic

space of language-in-context complex .

v

.,

(6)

ABSTRAK

Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal

realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan

sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic

realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic

representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical

realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti

(transitivity system representation).

Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan

pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan

adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan

Linguistik pada bulan Mac dan Julai tahun 1995.

Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel

terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.

Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah

dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'

kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis

komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur

instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,

(2) data yang terdiri dari 7 dalam-tcks, dan (3) catitan setiap

kuliah-dalam-teks.

Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan

direalisasikan

dan

disifatkan

secara

khusus

sebagai:

(l)

fungsi-makro

'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang

terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar

dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang

terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang

terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang

terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang

lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi

'Location' yang terbesar dan 'Contigency" yang terkecil.

Dapatan ini secara keseluruhan

bermakna

bahawa perilaku semiotik dalam

wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan

akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik

daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam

interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai

intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil

nilai-nilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat

,

(7)

,

dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan

DE, realisasi semantik "Being" dan proses transitiviti 'Relational",

Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas

untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu

institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada

aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti

lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek

dan dimensi kajian tingkat serniotik bahasa dan konteks.

.'

.,II

(8)

(9)

(10)

(11)

(12)

(13)

(14)

(15)

(16)

(17)

(18)

(19)

•

1

•

Ｍｾ

ABSTRACT

The problems investigated in this study are (I) what are the phasal realisations of

the lecture discourse (LD) with respect to the phase and sub-phase types and

patterns, (2) what are the experiential semantic realisations of the LD with respect

to

the

semantic

representation,

and

(3)

what

arc

the

experiential

lexieogrammatical realisations of the LD with respect to the transitivity system

representation?

This study is corpus-based in which materials were selected as corpora for

investigation. The approach is qualitative/quantitative-descriptive in nature, and

the method is observational. The spatial setting is the Faculty of Languages,

University of Malaya, whereas the temporal setting is March and July 1995. The

subject population is lecturers and students of the institution. The sample consists

of 7 lecturers and 387 students that are selected by employing a random sampling

technique. Of all the lectures that involve the sample, 7 lectures-in-texts are

selected as data by applying the researcher's judgement sampling technique. The

data arc collected by means of audio-visual recordings and transcriptions, and

they are analysed by employing a complementary method of analysis that

combines Young's model and Halliday's model. The primary instrument of this

study is the researcher herself, whereas the secondary instruments arc (I)

classification schemes of the semiotic aspects that are in focus, (2) data sheets

that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.

The findings reveal that the Lfr-in-text as a whole is typically realised and

characterised by the following: (I) the Substantiation (SU) as the most prominent

macro-function and the Consent (CT) as the least prominent, (2) the Definition

(DE) as the most prominent micro-function and the Aside (AS) as the least

prominent, (3) the Being as the most prominent semantic field and the Existing as

the least prominent, and (4) the Relational as the most prominent transitivity

process type and the Existential as the least prominent. The macro-function

patterns display dynamic variations, and the micro-function patterns demonstrate

greatly dynamic variations. Furthermore, the findings also show the following:

(I) the Carrier as the most prominent participant function and the Target as the

least prominent, and (2) the Non-human as the more prominent participant type

than the Human. In addition, the Location circumstantial type is the most

prominent, whereas the Contigency is the least prominent.

Based on the main findings, there is strong evidence to suggest that the 'semiotic

behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,

and the goal to achieve has tended to be more academic-oriented than

social-oriented,

In this, the lecturers as the primary speakers of the lecture room

interactions have tended to focus on the

transformation

of intellectual values

(academic knowledge/skills) with the least social values involved therein. The

most prominently occurring SU macro-function, DE micro-function and Being

and Relational processes arc clear indicators of this endeavour.

IV

(20)

•

.

The scope and objectives of this study have been delimited to investigating LD

phenomena at the levels of phase, sub-phase, experiential semantics and

transitivity grammar. To provide a comprehensive account of LD phenomena at

the given Malaysian institution in particular, it is suggested that further research

of this kind with a wider scope needs to be earned out, as such that it includes all

relevant aspects and dimensions of all the semiotic levels in the overall semiotic

space of language-in-context complex .

v

.,

(21)

ABSTRAK

Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal

realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan

sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic

realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic

representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical

realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti

(transitivity system representation).

Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan

pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan

adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan

Linguistik pada bulan Mac dan Julai tahun 1995.

Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel

terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.

Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah

dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'

kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis

komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur

instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,

(2) data yang terdiri dari 7 dalam-tcks, dan (3) catitan setiap

kuliah-dalam-teks.

Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan

direalisasikan

dan

disifatkan

secara

khusus

sebagai:

(l)

fungsi-makro

'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang

terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar

dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang

terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang

terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang

terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang

lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi

'Location' yang terbesar dan 'Contigency" yang terkecil.

Dapatan ini secara keseluruhan

bermakna

bahawa perilaku semiotik dalam

wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan

akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik

daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam

interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai

intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil

nilai-nilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat

,

(22)

,

dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan

DE, realisasi semantik "Being" dan proses transitiviti 'Relational",

Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas

untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu

institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada

aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti

lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek

dan dimensi kajian tingkat serniotik bahasa dan konteks.

.'

.,II

(23)

(24)

(25)

(26)

(27)

(28)

(29)

(30)

(31)

(32)

(33)

(34)

(35)

(36)

(37)

(38)

(39)

(40)

(41)

(42)

(43)

(44)

(45)

(46)

(47)

(48)

(49)

(50)

(51)

(52)

(53)

(54)

(55)

(56)

(57)

(58)

(59)

(60)

(61)

(62)

(63)

(64)

(65)

(66)

(67)

(68)

(69)

(70)

(71)

(72)

(73)

(74)

(75)

(76)

(77)

(78)

(79)

(80)

(81)

(82)

(83)

(84)

(85)

(86)

(87)

(88)

(89)

(90)

(91)

(92)

(93)

(94)

(95)

(96)

(97)

(98)

(99)

(100)

(101)

(102)

(103)

(104)

(105)

(106)

(107)

(108)

(109)

(110)

(111)

(112)

(113)

(114)

(115)

(116)

(117)

(118)

(119)

(120)

(121)

(122)

(123)

(124)

(125)

(126)

(127)

(128)

(129)

(130)

(131)

(132)

(133)

(134)

(135)

(136)

(137)

(138)

(139)

(140)

(141)

(142)

(143)

(144)

(145)

(146)

(147)

(148)

(149)

(150)

(151)

(152)

(153)

(154)

(155)

(156)

(157)

(158)

(159)

(160)

(161)

(162)

(163)

(164)

(165)

(166)

(167)

(168)

(169)

(170)

(171)

(172)

(173)

(174)

(175)

(176)

(177)

(178)

(179)

(180)

(181)

(182)

(183)

(184)

(185)

(186)

(187)

(188)

(189)

(190)

(191)

(192)

(193)

(194)

(195)

(196)

(197)

(198)

(199)

(200)