VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ THU THỦY AN INVESTIGATION INTO THE MEANING AND STRUCTURE
OF A PICTORIAL STORY: A SYSTEMIC FUNCTIONAL ANALYSIS

(NGHIÊN CỨU CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT TRUYỆN
TRANH: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG)
M.A. Minor Programme Thesis
Field: English Linguistics
Code: 66 22 15
2.5.1.2. Personal Reference…………………………………………… ………………… 8
2.5.1.3. Demonstrative Reference……………………………………… …………………8
2.5.1.4. Comparative Reference…………………………………… …………………… 9
2.5.2. Substitution………………………………… ………………………………………9
2.5.2.1. Nominal Substitution………………………………… ………………………… 9
2.5.2.2. Verbal Substitution………………………………………………… ………… 9
2.5.2.3. Clausal Substitution 9
2.5.3. Ellipsis 9
2.5.3.1. Nominal Ellipsis 10 v
2.5.3.2. Verbal Ellipsis 10
2.5.3.3. Clausal Ellipsis 10
2.5.4. Conjunctive Cohesion 10
2.5.4.1. Elaboration 10
2.5.4.2. Extension 10
2.5.4.3. Enhancement 11
2.5.5. Lexical Cohesion 11
2.5.5.1. Reiteration 12
2.5.5.1.1. Repetition 12
2.5.5.1.2. Synonymy 12
2.5.5.1.3. Antonymy 12
2.5.5.1.4. Superordinate and Meronymy………………………………………………… 12
2.5.5.1.5. General Word………………………………………………………………… 12
2.5.5.2. Collocation……………………………………………………………… ………13
2.6. Concluding Remarks………………………………………………………………….13
CHAPTER THREE: THE MEANING AND STRUCTURE OF THE PICTURE STORY
“THE BRAVE MONKEY PIRATE”
3.1. The Chosen Text…………………………………………………………………… 14

meaning. It is concerned with real language, not with made up examples of language that
can be found in many language texts, exercises, worksheets or traditional grammar books.
Therefore, explicit knowledge of functional grammar provides a powerful tool to assist
teachers and students in comprehending and composing texts in a wide range of social and
cultural contexts.
As a teacher of English, I would like to introduce this effective tool to my students
in the hope that it can help them study English in a communicative way. However, to
fulfill my wish I have to gain deep insight into this complex model of functional grammar.
That is the reason why I would like to choose “An Investigation into the Meaning and
Structure of a Pictorial Story: a Systemic Functional Analysis” for my thesis, using
Halliday‟s functional grammar as theoretical framework.
Hopefully, this study can effectively contribute to the teaching and learning English
as a foreign language in Vietnam.

1.2. Aims and Scope of the study
The study makes a big effort to:
■ Revisit some key concepts of functional grammar.
■ Analyze the meaning and structure of a pictorial story based on framework of
systemic functional grammar.
Therefore, the study is not concerned with all aspects of functional grammar.
Rather, it focuses on sub-areas of functional grammar and mentions only those issues
related to the analysis of the text.

1.3. Methods of the study
With the aim of analyzing the meaning and structure of a specific text (a pictorial
story), description and analysis are employed as the principal methods of the study. The 2
first method is used to provide key concepts for the study or description of sub-areas of

3
CHAPTER TWO
LITERATURE REVIEW

2.1. Introduction
This chapter will provide some key concepts for the study. It is concerned with
Systemic Functional Theory and its features. Besides, three components of meaning in
language and cohesion analysis are also re-examined.
2.2. Systemic Functional Theory
Systemic Functional linguistics (SFL) is a theory which is functional and semantic
rather than formal and syntactic in orientation. It takes the text rather than the sentence as
its object, and defines its scope by reference to usage rather than grammaticality. Within
SFL, language is analyzed in terms of four strata: Context, Semantics, Lexico-grammar,
and Phonology. The context of situation is referred to as Register which is characterized by
three functional variables: Field, Tenor and Mode. Field refers to what is going on or the
topics and actions which language is used to express. Tenor is concerned with the social
roles and relationship between participants. Mode is channel of communication. The
second stratum, semantics, is the systems of meaning. In SF theory, the meanings of
language are Ideational, Interpersonal and Textual which will be explored in some detail in
the next part. Lexico-grammar includes vocabulary and grammar in one unified system.
Phonology consists of intonation, rhythm, and syllabic and phonemic articulation. These
four strata are related by means of realization, accordingly, phonology realizes lexico-
grammar, which realizes semantics, and which realizes context.
2.3. Features of Systemic Functional Grammar
Systemic Functional Grammar is a model of grammar developed by Michael
Halliday in the 1960s. The term “systemic” refers to the view of language as a network of
systems, or interrelated sets of options for making meaning; the term “functional” indicates

(wanting, desiring, wishing). In a mental process there are usually two participants: Sensor
(one who senses, feels, thinks, and wants) and Phenomenon (one that is sensed, felt,
thought of, and wanted). For example:
The boy loves the girl.
Sensor Process: mental Phenomenon
Verbal Processes are the processes of saying such as saying, speaking, talking.
This type of process also covers any kind of symbolic exchange such as showing,
indicating. The typical participants in the processes are the Sayer (the one who does the
verbalization), the Receiver (the one to whom the saying is addressed), the Target (the one
that the verbalization is directed to), and the Verbiage (the message itself). For example: 5
I asked him a question.
Sayer Process: verbal Receiver Verbiage
They told me so.
Sayer Process: verbal Target Circumstance
Behavioural processes are “processes of physiological and psychological
behaviour like breathing, coughing, dreaming, smiling” (Halliday 1994:139). Typically,
there is usually one participant referred to as Behaver, and this participant is always a
conscious being. For example:
He laughed.
Behaver Process: behavioural
Relational processes are the processes of being, being at, and having. In Relational
processes, “a relation is being set up between two separate entities” (Halliday 994: 119).
This relationship can be one of two sub-types, Attribute or Identifying. When a relational
process is in the attributive mode, it has one participant referred to as Carrier, and the
quality or the thing showing that the Carrier belongs to a class of things, which is
adjective, is referred to as Attribute. The Carrier is realized by a nominal group and the
Attribute is realized by an adjective or an indefinite nominal group. For example:

In the act of speaking, speaker adopts a particular speech role and assigns to the listener a
complementary role. The functions of clauses are giving or demanding information,
expressing intention, expressing attitude, etc. They have more to do with social interaction
than with “content”.
As an exchange or an interactive event, an English clause consists of two
components: the Mood and the Residue. The Mood is “the component that is bandied”
(Halliday 1994: 72). Its function is to carry the argument forward. In English, the Mood
comprised two parts: the Subject (which is a nominal group) and the Finite (which is the
verb element in the Mood). The Residue is “the remainder of the clause” (Halliday 1994:
74). It consists of three functional elements: Predicator, Complement, and Adjunct. The
Predicator is presented in all non-elliptical major clauses, and is realized by a verbal group;
the Complement is an element within the Residue that has the potential of being Subject,
and is typically realized by a nominal group; and the Adjunct is an element that has not got
the potential of being Subject, and is realized by an adverbial group or a prepositional
phrase. For example:
Sister Susie
is
sewing
shirts
for soldiers
Subject
Finite
Predicator
Compliment
Adjunct
Mood
Residue

won’t
you
marry me?
Continuative
Vocative
Finite
Topical Rheme
Textual
Interpersonal
Experiential
Theme 8
2.5. Cohesion Analysis
2.5.1. Reference
According to Halliday (1994: 309) “a participant or circumstantial element
introduced at one place in the text can be taken as a reference point to something that
follows.” Reference is the relationship of identity between units in discourse. There are six
main types of reference: (1) anaphoric, (2) cataphoric, (3) exophoric reference, (4) personal
reference, (5) demonstrative reference, and (6) comparative reference.
2.5.1.1. Anaphoric, Cataphoric, and Exophoric Reference
Anaphoric reference is the items that “point backwards to the preceding text.”
(Halliday 1994: 312). For example:

Kumiko is a Japanese professor and she works in Turkey.
Cataphoric reference is a cohesive device which points the readers or listeners

items such as words or phrases.” It can be referred to as processes of the replacement of
one item by another in discourse. There are three types of substitution: nominal
substitution, verbal substitution, and clausal substitution.
2.5.2.1. Nominal Substitution
Nominal substitution is the use of a substitute word to replace the Head of a
corresponding nominal group. The noun functioning as the Head is always countable. In
English, nominal substitution is realized by the words such as one, ones, and the same. For
example:
- There are three books on the table. Which one do you like to borrow?
- I’ll have two poached eggs on toast, please. – I’ll have the same.
2.5.2.2. Verbal Substitution
Verbal substitute in English is do. It functions as Head of a verbal group and
something substitutes for a verb which is Head of a verbal group. It always stands at the
end of the group. For example:
…the words did not come the same as they used to do.
2.5.2.3. Clausal Substitution
Clausal substitution refers to the substitution “in which what is presupposed is not
an element with in the clause but an entire clause” (Halliday and Hasan 1997: 130). The
words used as substitutes are so and not. For example:
- Is there going to have an earthquake? – It says so.
- Will he come tomorrow? – I think not.
2.5.3. Ellipsis
Another form of anaphoric cohesion in the text is ellipsis. It is the omission of an
item with in the text. There are three types of ellipsis: nominal ellipsis, verbal ellipsis, and 10
clausal ellipsis.
2.5.3.1. Nominal Ellipsis
At the experiential level, a nominal group is realized by the structure of “Deictic +


11
According to Halliday (1994) in extension “one clause extends the meaning of
another by adding something new to it.” Extension can be divided into two types: (1)
addition which consists of positive (moreover, in addition, also, and), negative (nor), or
adversative (on the other hand, however, but, yet); and (2) variation which consists of
replacive (on the contrary, instead), subtractive (apart from that, except), and alternative
(alternatively).
2.5.4.3. Enhancement
Halliday (1994) states that in enhancement one clause enhances the meaning of
another by “qualifying it in one of a number of possible ways”. There are four types of
enhancement: spatio-temporal, manner, causal-conditional, and matter.
Spatial conjunctions are used as cohesive devices which create text. They may be
adverbs like behind, nearby; place reference like here, there; or expressions containing a
place noun or adverbs plus reference item like in the same place, anywhere else.
Temporal conjunctions comprise a number of different relations. The expressions
may be simple with following (then, next), simultaneous (just then), preceding (before
that) or conclusive (finally); or complex with immediate (at once), repetitive (next time),
specific (next day), etc.
Manner conjunctions create cohesion by comparison (likewise, similarity, in a
different way) and by reference to means (thus, thereby).
Causal conjunctions occur in many types of discourse as “cohesive agent”. Some
cause expressions are general (so, then, therefore, consequently), others relate specifically
to result (as a result), reason (for that reason), or purpose (for that purpose).
Conditional conjunctions consist of three types: positive, negative, and
concessive. The positive expressions are then, in that case, etc; the negative expressions
are otherwise, if not; and the concessive expressions are yet, though, however,
nevertheless, etc.
Matter conjunctions create cohesion by “reference to the matter that has gone
before”. The matter expressions are here, there, in that respect, elsewhere.

Meronymy presents a part/whole relationship. The relationship between two parts
is one of co-meronym. For example:
- car: door, driving wheel
- body: arm, face, chest, shoulder
2.5.5.1.5. General Word
According to Halliday and Hasan (1997), the class of general noun is “a small set
of nouns having generalized reference within the major noun class”, such as “human
noun”: people, man, woman, child; “object noun”: thing, object; “place noun”: place.
These items are often neglected in the description of English, but people place a significant 13
part in verbal interaction, and are also an important source of cohesion in spoken language.
For example:
A: Did you try the steamed buns?
B: Yes, I didn’t like the things much.
2.5.5.2. Collocation
Collocation refers to lexical cohesion that “is achieved through the association of
lexical items that regularly co-occur” (Halliday aand Hasan 1997: 284). In this category of
lexical cohesion, there are three types:
Resultative collocation refers to the relation of one item leading to the outcome of
another item such as kill-die, dark-night, wind-blow.
Modificational collocation refers to the relation holding between an item and one
of its inherent qualities such as run-fast/slowly, rain-heavy, sun-bright.
Contextual collocation refers to the co-occurrence of words in one context but in
other context they are not related, e.g. teacher-teach/explain, student-study/learn.
2.6. Concluding Remarks
This chapter has presented some key concepts used for the study. I have mentioned
briefly systemic functional linguistics. In SFL, the semantics level is organized into three
metafunctions: (1) the ideational with which a clause is analyzed into Process, Participants,

who is expected to be the mother of the smaller monkey, is holding a scooter. In the next
picture, the two monkeys are at a round table on which there are two glasses and two
dishes of peas and vegetables; as the mother (as supposed) is reading a menu, they are
probably at a restaurant. The fifth picture shows a green island on which there are a lot of
green mountains and pink houses with stairs and there are two other animals going down
stairs; the boat has stopped and the two monkey are going up stairs to the doctor‟s office
which is recognized by a red cross. In the next picture, the doctor who is in white is
checking the small monkey and the mother is waiting. The seventh picture shows the
doctor pointing at a picture of the small monkey with all parts of his body analyzed and the
last image is of an injection needle which seems to be the treatment. In the next picture, the
two monkeys are going down stairs to come back their boat. The ninth picture shows a
room in which the mother is sitting on a green armchair reading a book, the small monkey
is playing with his toys. At door, another monkey appears. He is expected to be the small
monkey‟s father. The next picture is a map which can be recognized by a lot of areas and a
compass in the right corner. There is one point marked on the map with red colour. In the
next three pictures, the small monkey sails on the sea, climbs up volcanoes and goes
through a bridge under which there are many snakes. He seems to be on the way to the
place marked on the map. In the fourteenth picture, there are a lot of mountains, pine-trees
and penguins. The monkey is standing in front of an icy castle. In the next picture, the 15
monkey is in the castle and he sees a crab lying on a golden clock and some penguins
around him. The monkey is still holding a paper (maybe his map) on his hand. In the
sixteenth picture, the crap gives the monkey a rock. The next picture shows green islands
with houses and we can see the small boat of the monkey. Maybe he is on his way home.
In the eighteenth picture, the monkey, with the rock in his hand, is in a room in which the
monkey‟s mother is submitting a paper to a green snake on the desk, the monkey is still
holding his rock and there are two other monkeys on chairs waiting. In the four next
pictures, the doctor fills up a shot and injects the monkey while the monkey holds the rock

(27) ||| The crab wizard spoke these words, (28) || "Monkey Pirate, because you have
braved many obstacles (29) || to get here (30) || I will give you this rock. (31) || When you
get a shot, (32) || you must squeeze the rock very tightly, (33) || and count to three. (34) ||
You will be magically taken into the future [[ where the shot will be finished ]]. (35) ||
Also, you can have some ice cream after." |||
(36) ||| The pirate Modi thanked him (37) || and sailed back home (38) || to get some
sleep. |||
(39) || The next morning, he took the rock with him to the doctor's office. ||
(40) ||| The doctor hummed a little song (41) || and filled up Modi's shot. |||
(42) ||| Modi closed his eyes very tightly, (43) || squeezed the rock as hard [[ as he could ]],
(44)|| and counted 1, 2, 3! |||
(45) || The crab wizard was right! ||
(46) || The shot was finished. ||
(47) || The Brave Monkey Pirate was now immune to scurvy and some other stuff. ||
(48) || And he had ice cream on the way home. ||
If my analysis is correct, the text consists of 48 clauses which make up 19 clause
complexes. The clauses in the clause complexes are in both paratactic and hypotactic
relations but there are more clauses in paratactic relation than those in hypotactic relation,
which shows clauses‟ interdependence. Their semantic relations are of elaboration,
extension, and enhancement. Four clause complexes (III, V, VIII, XI) are of quoting and
quoted relation characterizing the dialogic portion of the text. Table 1 represents the
clauses and clause complexes of the text.
Boundary Markers used for this text analysis:
||| : clause complex boundary
|| : clause boundary
Type of dependence: (1.1) (1.2) (1.3) … paratactic relation
(α) (β) … hypotactic relation
Logico-semantic relations: = : elaboration
+ : extension



VIII

(1)
1
2
(3)
1
2
(5)
1
2
3
(8)
1
(9)
1
2
3
4
(13)
1
(14)
1
2
(16)
1
||| (1 α) || =
(1β) |||
X

XI
XII
XIII

XIV 2
3
4
5
6


||| (1.1) || = (1.2) || = (1.3α) || x
(1.3β) |||
|| (1.1) ||

||| (1.1) || ” (1.2α) || = (1.3α1) || + (1.3α2) || = (1.4) || + (1.5) |||
x x
(1.2βα) || x (1.3β)||
(1.2ββ) ||
||| (1.1) || + (1.2α) || x
(1.2β) ||| || (1.1) ||

||| (1.1) || + (1.2) |||

19


|| (1.1) ||

|| (1.1) ||

3.2.2. The Analysis of the Text in Terms of Transitivity, Mood and Theme
1.
One day
the pirate
Modi
was
out
TRAN
Circumstance
Carrier
Process: relational
Attribute
MOOD
Adjunct
Subject
Finite
Predicator
Complement
Residue
Mood
Residue
THEME
Theme
Rheme


THEME
Theme
Rheme 20
4.
and
ate
peas
at … restaurant
TRAN

Process: material
Goal
Circumstance
MOOD

Finite
Predicator
Complement
Adjunct

Mood
Residue
THEME
Theme
Rheme

5.

Finite
Predicator

Mood
Residue
THEME
Theme
Rheme

7.
to stop off
at the doctor‟s office
for a quick checkup”
TRAN
Process: material
Circumstance
Circumstance
MOOD
Predicator
Adjunct
Adjunct
Residue
THEME
Rheme

8.
The doctor
checked
Modi‟s heart, …, and his knees
TRAN

Residue
Mood
Residue
THEME
Theme
Rheme

10.
that
Modi
would
come
back
the next day
TRANS

Actor
Process: material
Circumstance
Circumstance
MOOD

Subject
Finite
Predicator
Adjunct
Adjunct

Mood
Theme

MOOD
Predicator
Complement
Adjunct
Residue
THEME
Rheme

13.
The pirate Modi
did not
like
shots
TRAN
Senser
Process: mental
Phenomenon
MOOD
Subject
Finite
Predicator
Complement
Mood
Residue
THEME
Theme
Rheme