VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
************ NGUYỄN THỊ KIM OANH THE MEANING AND STRUCTURE OF
THE INAUGURAL ADDRESS BY JOHN F. KENNEDY
IN 1961: A SYSTEMIC FUNCTIONAL ANALYSIS

CẤU TRÚC VÀ NGỮ NGHĨA
BÀI DIỄN VĂN NHẬM CHỨC CỦA JOHN F. KENNEDY NĂM 1961:
PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG HỆ THỐNG M.A. MINOR PROGRAMME THESIS Field: English Linguistics
Code: 60220201
Hanoi - 2014 VIETNAM NATIONAL UNIVERSITY, HANOI


DECLARATION

I declare that the thesis entitled ―The meaning and structure of the inaugural
address by John F. Kennedy in 1961: A systemic functional analysis‖ reports the
results of the study conducted by myself in fulfillment of the requirements of the
degree Master of Arts. It has not been submitted for any other degree at any other
institution.

Hanoi, January 2014 Nguyen Thi Kim Oanh
iii ABSTRACT

This study applies systemic functional grammar in order to investigate the
meaning and structure of the inaugural address by John F. Kennedy in 1961. Based
on the framework of systemic functional grammar developed by Halliday, the study
focuses on analyzing the text in terms of language functions (three metafunctions)
and cohesion (grammatical and lexical cohesion). The findings reveal that in terms
of transitivity, material process is predominant; in terms of mood, declarative mood
is in the largest use; and in terms of theme, topical theme which forms unmarked
one is the most notable feature in the whole text. Besides, grammatical cohesion
presented by reference, conjunctive devices and structural parallelism and lexical
cohesion illustrated through repetition, synonymy, and antonymy make a great
contribution to the cohesion and coherence of the text. Undeniably, the analysis
proves that this text is really meaningful, concise, and highly cohesive with the
diversified uses of lexis and structures and so systemic functional grammar is an

PART B: DEVELOPMENT 4
CHAPTER 1: THEORETICAL BACKGROUND 4
1.1. Form and meaning 4
1.2. Model of Context in systemic functional linguistics 5
1.3. Clause and Clause complex 5
1.3.1. Clause simplex and Clause complex 5
1.3.2. Clause combination 6
1.3.2.1. Interdependency 6
1.3.2.2. Logico – semantic relation 6
1.4. Metafunctions 7
1.4.1. Ideational metafunction 7
1.4.1.1. Process types and participants 8
1.4.1.2. Circumstances 12
1.4.2. Interpersonal metafunction 13
1.4.2.1. Mood 14
1.4.2.2. Residue 14
v

1.4.3. Textual metafuntion: theme and rheme identification 15
1.5. Cohesion 16
1.5.1. The concept of cohesion 16
1.5.2. Types of cohesion 16
1.5.2.1. Grammatical cohesion 16
1.5.2.2. Lexical cohesion 21
1.6. Summary 22
CHAPTER 2: THE MEANING AND STRUCTURE OF THE INAUGURAL
ADDRESS BY JOHN F. KENNEDY IN 1961 24
2.1. Introduction 24
2.2. The context of the chosen text 24
2.3. Contextual configuration of the text 25

1.1 1.2 1.3 … Paratactic relation α β …Hypotactic relation
= Elaboration + Extension
x Enhancement Anaphoric reference
Cataphoric reference Exophoric reference LIST OF ABBREVIATIONS

Act Actor R: C Comparative reference
ANT Antonym R: D Demonstrative reference
Attr Attribute Re Relational
Car Carrier REP Repetition
Cir Circumstance R: P Personal reference
Compl Complement SFG Systemic functional grammar
Fin Finite Sen Senser
Mat Material Subj Subject
Men Mental SYN Synonym
Phenom Phenomenon Verb Verbal
Pred Predicator

1

PART A
INTRODUCTION

1. Rationale of the study
The long history of linguistics has witnessed the development of various
approaches to grammar study, among which systemic functional grammar (SFG)
emerged as ―an effective tool of analysis, which solves the issues left out by
traditional grammar‖ since it helps understand human language more deeply. Of

Within the scope of a minor thesis, it is impossible to analyze the text in all
aspects as developed by systemic functional grammar framework. Therefore, the
thesis will focus on re-examining the theoretical concepts relevant to the study and
will use them to analyze the meaning and structure of the inaugural address by John
F. Kennedy.
4. Methodology of the study
Description and analysis are two main methods to analyze the meaning and
structure of the speech. The former deals with the illustration of the crucial areas of
functional grammar and the latter is concerned with the analysis of the text for
discussion.
5. Data Collection
The inaugural address by John F. Kennedy in 1961 is retrieved from the
official and popular website
6. Design of the study
There are three main parts in this thesis as follows:
 Part A: Introduction - gives an overview of the rationale, aims, scope,
methodology and design of the study
 Part B: Development
- Chapter 1: Theoretical Background – provides an overview of
systemic functional grammar in which crucial concepts relevant to the study
are examined.
- Chapter 2: The analysis of the inaugural address by John F.
Kennedy in 1961 – focuses on analysing its meaning and structure, based on
the framework provided in chapter 1.

3

 Part C: Conclusion - summarizes the results of the research and suggests
some implications for language teaching and learning as well as for further
studies.

THEORETICAL BACKGROUND

This section will re-examine some fundamental concepts in systemic
function grammar to provide theoretical orientations for the analysis of the
inaugural address by John F. Kennedy in 1961 including form and meaning, model
of context in systemic functional linguistics, clause and clause complex,
metafunctions, and cohesion. Examples are extracted from functional grammar
works by well-known linguistics such as Halliday and Hasan (1976), Halliday
(1994), Thompson (1996) and Hoang Van Van (2006).
1.1. Form and Meaning
Both form and meaning approaches try to find out the answer to the question
of language features. Beginning in 1950s, formal grammar, which was developed
by Noam Chomsky and his followers, is concerned with description of the structure
of individual sentences. These linguists intend to explain the language structure in
the way it is. At the same time, a set of rules for grammatically correct or incorrect
usage are established as the guide for language users. In other words, that a sentence
or utterance is viewed to be wrong or right is due to its obedience to the laws of
grammar.
Unlike the formal linguists, functional linguists have generally dedicated
themselves to addressing practical concerns of the application of grammar as well
as relating grammar to its function within society. Specifically, Halliday (1994)
views language not as a system of rules but ―a system of meanings‖. It shows how
people use language to make meaning in order to navigate their social interactions
on their lives. He suggests the most practical approach to the grammatical

5

construction should be meaning–centered. In other words, the communicative
purposes and choices, or the sentence-utterance meaning plays an indispensable part
in linguistics. That is the reason why systemic functional linguistics takes language

Clause complex ||| You never can tell || till you try |||
(Halliday, 1994: 223)
1.3.2. Clause combination
According to Halliday (1994), the relationship between clauses can be
interpreted as one of modification. The enrichment of the concept of modification
will enable systematic alternatives into two dimensions: interdependency (taxis) and
logico- semantic relation.
1.3.2.1. Interdependency
This dimension represents the relation of modifying, where one element
modifies or is modified by other elements in the clause. Therefore, the relation is
dependent or equal due to the modification. If it is unequal with at least one
dominant factor, the relationship is named as hypotaxis. If there is equality among
elements, it is called as parataxis.
 Hypotaxis: the relation between a dependent element and its dominant.
Hypotaxis structures will be described by the Greek letter notation (α, β).
 Parataxis: the equal relation between elements. In other words, the elements are
independent. For paratactic structures, numerical notation (1, 2, 3…) will be
used for illustration.
In fact, a typical clause complex is a combination of hypotactic and paratactic
sequences, so it will be impractical if they are separated in analysis. For instance,
the following clause complex can be viewed as:
||| I would || if I could, || but I can‟t |||
1α 1β 2
(Halliday, 1994: 218)
1.3.2.2. Logico – semantic relation
The second dimension of clause combination looks at the nexus between
clauses in a variety of logico-semantic relation. However, two most fundamental
relationships include (i) expansion and (ii) projection.

7


8

experience, including his own awareness. The clause plays a central role as
representation including the principles, which are made up of processes. Meanwhile
the clause is also a mode of reflection achieved through the grammatical system
namely transitivity referring to as a set of process types. The process types, in
general, express the ―goings-on, happening, doing, sensing, meaning, being and
becoming‖ (Halliday, 1994). The transitivity system is concerned with six process
types: material, mental, relational, behavioural, verbal and existential.
The framework of a process involves three main components:
 The process itself: realized typically by verbal groups
 Participants in the process: realized typically by nominal groups
 Circumstances associated with the process: realized typically by adverbial group
or prepositional phrase.
The concepts of process, participants and circumstances are semantic
categories, which provide the linguistic structure of the events in reality.
1.4.1.1 Process types and participants
Each type of process contributes to the construction of English grammar and
there are specific kinds of participants associated with it in particular circumstances.
Material process
This type of process carries out the meaning of actions, or some entity
―does‖ something, - which may have some influences on other entities. The ―doer‖
of the action is called Actor. In many cases, the actions may be referred as affecting
to the second participant in the process; this one is known as Goal. The actor and
goal can be either human or inanimate. Here is an example:
The lion
caught
the tourist
Actor

 Perceptive: seeing, hearing…
 Affective: liking, fearing…
 Cognitive: thinking, knowing, and understanding…
 Desiderative: wanting, desiring, wishing
Tim
could hear
the speaker
Senser
Mental process: perceptive
Phenomenon

I
don‟t like
it
Senser
Mental process: affection
Phenomenon

The students
understood
the problem
Senser
Mental process: cognitive
Phenomenon

Kate
wants
a well-paid job
Senser
Mental process: desiderative


The relationship of quoting or reporting is also demonstrated in this type of process.
She
said:
“I‟m tired”
Sayer
Process: verbal
Quoted

She
said
that she would go away
Sayer
Process: verbal
Reported

Relational process
The third type of processes is relational, something is being said to be
something else. It comes under three main kinds:
(+) Intensive: X is A
(+) Circumstantial: X is at A (refers to location)
(+) Possessive: X has A
Each of these comes in two distinct modes:
(+) Attribute: A is an attribute of X

11

(+) Identifying: A is the identity of X
Halliday offers the principal types of relational process as the following:


Identified/ Token
Process: relational
Identifier/ Value

In some cases, the possessive relationship can be referred as Possessor and
Possessed. For example:
Peter
has
a piano
Possessor
Process: relational
Possessed

Behavioral process
This type of process illustrates the physiological and psychological behaviors
such as cough, smile, dream although it seems to share the characteristics of mental

12

and material process. The participant who behaves is the Behaver and this
participant is always a conscious being, not a lifeless thing. There are five kinds of
this process as Halliday suggests:
 Processes of consciousness as form of behavior: look, watch, stare
 Verbal processes as behavior: chatter, grumble, talk
 Physiological processes manifesting states of consciousness: cry, laugh
 Other physiological processes: breathe, faint, sleep
 Bodily postures and pastimes: sing, dance, lie
Normally, there is one participant in behavioral process:
She
cried

phrases. Halliday (1994: 151) presents a ―fairly arbitrary list‖ of nine main
circumstantial elements as the following:

13 Type
Specific categories
Examples
1
Extent
Distance, duration
I walked for 10 miles
It occurs throughout the
year
2
Location
Place, time
At the party
At night
3
Manner
Means, quality,
comparison
I was hit with a stick
He sings loudly
She is like a princess
4
Cause
Reason, purpose,

According to the author
Table 2.2: Circumstantial elements
1.4.2. Interpersonal metafunction
Interpersonal metafunction is constructed on the idea that a clause can act as
an exchange. The communicative exchange purpose may be ordering, apologizing,
confirming, inviting, rejecting, evaluating and so on. However, the most basic ones
are demanding and giving the language commodity, or information and ―goods and

14

services‖ (Halliday, 1994). In carrying the exchange of interactive relations, a
clause can be seen as consisting of two components: mood and residue.
1.4.2.1 Mood
The mood shows what role the speaker selects in the speech situation and
what role he assigns to the addressee. In English, it includes two elements: (i)
subject and (ii) finite.
(i) Subject is a similar term from traditional grammar. It supplies the rest of what it
takes to form a proposition, something by reference to which the proposition can be
affirmed or denied.
(ii) Finite can be used to make reference to time of speaking (temporal operator) or
to the judgment of speaking (modal operator). Sometimes, it is obvious to find out
finite as in the cases when auxiliary or modal verbs are separated. For example:
Did you invite her to the party?
I can go with you.
However, finite can be mixed with lexical verbs in simple present and simple past
tense. Here are some examples:
The sun sets in the West.
I took the exam yesterday.
1.4.2.2 Residue
The other element of a clause is called residue. This part consists of three

the thematic structure. In any clause, there is one element, which ―serves as the
point of departure‖ namely Theme and the remainder of the clause, which develops
Theme in order to complete the message of the clause, is known as Rheme.
As ―the starting point of the message‖, theme is commonly supposed to be at
the beginning rather than the end of the clause. Theme can be a nominal group, an
adverbial group or a prepositional phrase. The following are some examples:
My husband
is an engineer.
Theme
Rheme

Long ago,
I lived in this village.
Theme
Rheme

In silence,
he got into the house.
Theme
Rheme

When theme stands at the first place as a subject of the clause, it is
unmarked due to the obvious role it is supposed to play. On the other hand, any
themes other than the subject in a declarative are referred to as marked theme.
Most common form of marked theme is a circumstance or a complement. Some
illustrations are the following:
I
was there
Unmarked theme
Rheme

sets up. They all fall into two main types of cohesion namely grammatical cohesion
and lexical cohesion which will be discussed in the following parts.
1.5.2. Types of cohesion
1.5.2.1. Grammatical cohesion
Grammar, in linguistics, refers to the logical and structural rules that govern
the composition of sentences, phrases or words of any given languages.
Grammatical cohesion, thus, refers to the logical and structural content of a text.

17

Reference
According to Hoang Van Van (2006: 66), reference illustrates the
relationship of identity which exists between units in discourse. It can be classified
into six main sub-types:
 Anaphoric reference: directs listeners or readers to refer ―backwards‖ to the
preceding text to get a comprehensive understanding of the discourse. In the
analysis, it is indicated by a backward arrow. For example:
Look at the sun. It‟s going down quickly.
 Cataphoric reference: refers ―forwards‖ the clause so as to specify the reference
meaning. In the analysis, it is illustrated by a forward arrow. For instance:
As she arrived home, Janet noticed that the door was open.
 Exophoric reference: refers ―outwards‖ the clause to some participants in the
previous part. In the analysis, it is indicated by a vertical arrow. For example:
The man turned out to be a thief.
 Personal reference: is the reference to the category of human participants,
using pronouns. In the analysis, it is indicated by (R: P). Here is an example:
I and my mother are at the market. We want to buy some fruits.
Personal reference (R: P)
 Comparative reference: is for the purpose of illustrating comparison,
similarities or identities, comparative reference are expressions such as the