Hey Jed. Awesome video. Do you know if it is possible to do this type of analysis on an economic growth plan as well. I am currently trying to conduct a critical discourse analysis on an economic growth plan, where I would argue that the Plan it self could be characterized as the actor/participant - thus I thought of doing a transitivity analysis.
I have a question ... I will be thankful if you answer me if I have the sentence: "they worked very hard to try to isolate Egypt" What the function of to try and to isolate Egypt ? How we should deal with this sentences in transitivity system?
Hi Samaa. This is an interesting one and I don't have an answer today. But, I'd say that here we're dealing with a material process involving participants that are actor and goal. In the following Pt = Participant and Pr = Process. "They (Pt: actor) worked very hard (Pr: material) to isolate Egypt" (Pt: goal). You can tell it's a material process involved here because it conforms to the probe, what did the actor do? or what's happening? But, where does this leave the "to try" part? I'm not sure how, if at all, this can be brought into a transitivity analysis. We'll both have to do more research I'm afraid. Do post a reply if you have a better answer than this. Take care, JEd
@@jedegger Thank u very much sir 💚 Unfortunately, I don't have any explanation for these kind of sentences , but I will search again.. Really I am grateful for ur answer its make the sentence clear 🌷
I have to study this topic but I don't understand what is the purpose of doing this type of analysis. Is it to understand what linguistic resources are being deployed in language? And what do I do with that????
Hi Giovanna Diell. That’s a really good question - a question that the video doesn’t deal with at all (it’s just a basic introduction to this aspect of the language system that SFL calls transitivity. When you get deeper into it (and you might like to start by studying Leong Ping Alvin SFG website and the page on transitivity (www.alvinleong.info/sfg/sfgtrans.html) you might like to start looking at the educational applications of SFL. Educators like Mary Schleppegrell (“Reading in Secondary Content Areas”) Beverley Derewianka and Pauline Jones (“Teaching Language in Context”), Maria Brisk (“Engaging Students in Academic Literacies”) or David Rose and Jim Martin (“Learning to write, Reading to Learn”) all use SFL ways of looking at language to help us become empowered language users (and therefore empowered human beings). These are just a few of the many authors who have written practical books on the subject. In their hands, something like the transitivity system becomes a tool for understanding how information is packaged, how agency is distributed in a particular text, how different academic and professional fields use language as part of their meaning-making work (e.g. the discourses of history are different to the discourses of science, different in the law system, etc.). All this is very useful for helping people become more productive with academic language especially learners for whom the academic discourses are not in their native language or for teaching another language. The educational application of SFL happens to be my particular interest but these tools are also helpful for diagnosing language issues resulting from brain trauma, understanding how ideologies get communicated, or understanding how language used by bureaucratic agencies can be alienating and destructive - and what we can do about it. SFL can also provide us with a way of talking about how a text achieves its literary or artistic affects. I know I haven’t given you a specific example of how a transitivity analysis can reveal something important about a specific text but that would require space I haven’t got and the books I’ve mentioned above do a wonderful and varied job at this. I hope you encounter some practical applications soon and start to "fall in love" with the semiotic resourcefulness of language. :)
I'm I'm afraid I'm working on too many other things at the moment. If Halliday's IFG books are too much, there are some really good simplifications designed for teachers - such as Derewiamnka's 2011 "A New Grammar Companion," Sydney, Primary English Teaching Association Australia (PETTA). And more academic introductions such as Bloor & Bloor M. 2004. "The Functional Analysis of English: A Hallidayan Approach," London, Hodder Education.
Hi Rizki: I'm not sure what you are asking but transitivity analysis can play a useful role in many areas where an understanding of what linguistic resources are being deployed in language. Chacl out the book Coffin, C., Donohue, J., & North, S. (2009). Exploring English Grammar: From Formal to Functional. Oxford: Routledge for some examples. @@rizkirakin
The picture has help immensely in explaining the SFL terms
Great video. I could comprehend transitivity easily with this video. Thank you.
Very informative video. Thanks for uploading.
Thank you very much for this.. Top quality and rare content
Very informative. .. super ..
I love the way you explaine. It is so professional and clear..
really helpful. ..a million thanks Sir. ....
Very good explanation. This helped me a lot!
thx a lot！this video is really helpful for me! thx again！！
thank you! it was very lucid and comprehensive.
it was great thank you
That's a great video
WOW GOOD EXPLANATION! Thanks! Gbu😇
Thank you so much for this!!!
very clearly explained are the three main processes
Very helpful, thanks!!!
Hey Jed. Awesome video. Do you know if it is possible to do this type of analysis on an economic growth plan as well. I am currently trying to conduct a critical discourse analysis on an economic growth plan, where I would argue that the Plan it self could be characterized as the actor/participant - thus I thought of doing a transitivity analysis.
waiting for more on SFL
Hi, can there be more than one process?
I have a question ...
I will be thankful if you answer me
if I have the sentence: "they worked very hard to try to isolate Egypt"
What the function of to try and to isolate Egypt ?
How we should deal with this sentences in transitivity system?
Hi Samaa. This is an interesting one and I don't have an answer today. But, I'd say that here we're dealing with a material process involving participants that are actor and goal. In the following Pt = Participant and Pr = Process. "They (Pt: actor) worked very hard (Pr: material) to isolate Egypt" (Pt: goal). You can tell it's a material process involved here because it conforms to the probe, what did the actor do? or what's happening? But, where does this leave the "to try" part? I'm not sure how, if at all, this can be brought into a transitivity analysis. We'll both have to do more research I'm afraid. Do post a reply if you have a better answer than this. Take care, JEd
@@jedegger
Thank u very much sir 💚
Unfortunately, I don't have any explanation for these kind of sentences , but I will search again..
Really I am grateful for ur answer its make the sentence clear 🌷
I have to study this topic but I don't understand what is the purpose of doing this type of analysis. Is it to understand what linguistic resources are being deployed in language? And what do I do with that????
Hi Giovanna Diell. That’s a really good question - a question that the video doesn’t deal with at all (it’s just a basic introduction to this aspect of the language system that SFL calls transitivity. When you get deeper into it (and you might like to start by studying Leong Ping Alvin SFG website and the page on transitivity (www.alvinleong.info/sfg/sfgtrans.html) you might like to start looking at the educational applications of SFL. Educators like Mary Schleppegrell (“Reading in Secondary Content Areas”) Beverley Derewianka and Pauline Jones (“Teaching Language in Context”), Maria Brisk (“Engaging Students in Academic Literacies”) or David Rose and Jim Martin (“Learning to write, Reading to Learn”) all use SFL ways of looking at language to help us become empowered language users (and therefore empowered human beings). These are just a few of the many authors who have written practical books on the subject. In their hands, something like the transitivity system becomes a tool for understanding how information is packaged, how agency is distributed in a particular text, how different academic and professional fields use language as part of their meaning-making work (e.g. the discourses of history are different to the discourses of science, different in the law system, etc.). All this is very useful for helping people become more productive with academic language especially learners for whom the academic discourses are not in their native language or for teaching another language. The educational application of SFL happens to be my particular interest but these tools are also helpful for diagnosing language issues resulting from brain trauma, understanding how ideologies get communicated, or understanding how language used by bureaucratic agencies can be alienating and destructive - and what we can do about it. SFL can also provide us with a way of talking about how a text achieves its literary or artistic affects. I know I haven’t given you a specific example of how a transitivity analysis can reveal something important about a specific text but that would require space I haven’t got and the books I’ve mentioned above do a wonderful and varied job at this. I hope you encounter some practical applications soon and start to "fall in love" with the semiotic resourcefulness of language. :)
i'm really struggle to understand other 3 types of processes. will you explain us in another video?
I'm I'm afraid I'm working on too many other things at the moment. If Halliday's IFG books are too much, there are some really good simplifications designed for teachers - such as Derewiamnka's 2011 "A New Grammar Companion," Sydney, Primary English Teaching Association Australia (PETTA). And more academic introductions such as Bloor & Bloor M. 2004. "The Functional Analysis of English: A Hallidayan Approach," London, Hodder Education.
Sorry - spieling error - the name is Derewianka
@@jedhopkinsundergraduatetea6685 thank you so much for the reference. Halliday's book is just too complicated for me
@@egiputrak I totally understand. The Derewianka book I suggested is very accessible and full of wonderful examples.
May I request you do a video on Register analysis please?
I would love to Parimal. I've just started working at a new university in the UK and my time is short at the moment. Maybe in six months... :). JEd
Could I ask something?
Ask away...
So, when it comes to research, what is the best object to be analyzed with this transitivity system?
Hi Rizki: I'm not sure what you are asking but transitivity analysis can play a useful role in many areas where an understanding of what linguistic resources are being deployed in language. Chacl out the book Coffin, C., Donohue, J., & North, S. (2009). Exploring English Grammar: From Formal to Functional. Oxford: Routledge for some examples. @@rizkirakin