An Analysis of Systemic Functional Linguistics Interpersonal Meaning Representation in Classroom Interaction

DOI

10.2991/978-2-38476-333-7_13How to use a DOI?

Keywords

Classroom interaction; interpersonal meaning; mood system; modality; systemic functional linguistics

Abstract

This study explores the representation of interpersonal meaning in classroom interactions through mood realization and modality, drawing on Halliday’s Systemic Functional Linguistics (SFL) framework. The research focuses on how teachers use different moods, such as declarative, interrogative, and imperative, to structure classroom discourse. The findings indicate that declarative mood is the most commonly employed, reflecting the teacher’s primary role in delivering information, directing the lesson flow, and ensuring that students receive the necessary guidance for learning. The interrogative mood engages students by asking questions that prompt critical thinking and interaction, while the imperative mood facilitates commands and requests to guide student behavior and learning tasks. In terms of modality, the study reveals that high-probability markers dominate, indicating the teacher’s confidence and certainty in the knowledge being presented. Modulation, particularly tendency modulation, further emphasizes the teacher’s efforts to actively motivate students to participate in discussions, fostering a collaborative learning environment. Using various modal choices, the teacher transfers knowledge, establishes authority, and builds a supportive relationship with students, encouraging them to explore subjects more deeply. The interaction between mood and modality in classroom discourse illustrates the teacher’s role in shaping a productive learning atmosphere. This, in turn, influences student engagement, motivation, and learning outcomes. The study contributes to a deeper understanding of how language functions in educational settings and highlights the importance of linguistic strategies in effective classroom management and student involvement.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dian Luthfiyati
AU  - Widyastuti Widyastuti
AU  - Suhartono Suhartono
PY  - 2024
DA  - 2024/12/26
TI  - An Analysis of Systemic Functional Linguistics Interpersonal Meaning Representation in Classroom Interaction
BT  - Proceedings of the 5th International Conference on English Language Teaching (ICON-ELT 2024)
PB  - Atlantis Press
SP  - 152
EP  - 167
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-333-7_13
DO  - 10.2991/978-2-38476-333-7_13
ID  - Luthfiyati2024
ER  -