This article is published in AL-QALAM Journal of Languages and Literary Studies, Vol. 1, Issue 1, December 2025 (A Publication of the Department of English and Literature, Federal University Gusau, Zamfara State, Nigeria)
FUNCTIONAL GRAMMAR: AN EFFECTIVE TOOL FOR
ENGLISH LANGUAGE TEACHING
By
Tumbo Asiyaiseimor Peremene
Delta State
Maritime Polytechnic Burutu
Corresponding Author’s Email and Phone No.:peretumbo@gmail.com, 08131250985
Abstract
The focus of this study was to investigate
functional grammar as an effective tool for English language teaching. The
objectives of the study were to examine
the uses of Functional Grammar in language teaching, investigate
the benefits of Functional Grammar to language learners, and to
examine the challenges and limitations of Functional Grammar. Three
research questions were formulated in line with the set objectives of the
study. The descriptive survey research design was used in this
study. The population of this study comprised 26 lecturers from the
Department of English and Communication Art, Ignatius Ajuru University of
Education. Random Sampling technique was used to select twenty (20) lecturers
for this study. The instrument used for this study was the researcher’s
structured questionnaire. Descriptive and inferential statistical
approaches were used to analyse the data that had been gathered. The study
revealed that Functional grammar is used for Communicative
Teaching. The study also revealed that Functional Grammar contributes to
improve language proficiency by emphasizing the development of functional
language skills. Furthermore, the study showed that Functional Grammar can be a
complex theory, requiring significant expertise to apply effectively.
Key
Words: Functional
Grammar, language, Rules, English Language Teaching etc.
Introduction
Functional Grammar discusses the relationship between language
forms and their meanings, allowing teachers to design more engaging, relevant,
and communicative lessons. The introduction of Functional Grammar into English
Language Teaching makes educators to enhance learners' linguistic competence,
foster effective communication and a deeper understanding of language as a tool
for social interaction. Language Teaching is dynamic in nature, functional
Grammar enhances the knowledge of teacher and learners effective interaction in
the social settings. Functional Grammar recognizes that language is flexible
and that speakers can use different structures to achieve the same
communicative goal.
Aim and
Objectives of the Study
The aim of this study is to investigate functional grammar as an
effective tool for English language teaching. The study further seeks to:
1. Examine the uses of Functional Grammar in language
teaching.
2. Investigate the benefits of Functional Grammar to language
learners.
3. Examine the challenges and limitations of Functional Grammar.
Research Question
1. What are the uses of functional grammar in language
teaching?
2. What are the benefits of functional grammar to language
learners?
3. What are the Challenges and Limitations of Functional
Grammar?
Significance
of the Study
The significance of this study lies in improving teaching
methodologies by making grammar instruction more practical, context-based, and
relevant, thereby enhancing learners’ language proficiency and overall
communication skills. . The significance of the Study is as follows; enhances
teaching practices which provides insights into how functional grammar can be
used as a practical tool to make grammar teaching more relevant and
context-based, thus improving teaching methodologies, improves Learners’
Language Competence which focuses on language functions and real-life contexts,
thereby highlighting ways to help learners to better understand and use English
effectively, contributes to Curriculum Development which can inform curriculum
designers and policymakers on the value of including functional grammar
approaches in language education programs, Supports Teachers’ Professional
Growth which offer teachers new strategies and perspectives, potentially
increasing their confidence and effectiveness in teaching grammar, and
Addresses Language Learning Challenges in order to identify common difficulties
in grammar learning, the study helps in devising solutions to overcome these
obstacles, enhancing overall language proficiency
Review of
Related Literature
Grammar
In linguistics,
the grammar of a natural language is its set of structural constraints on
speakers' or writers' composition of clauses, phrases, and words. The term can
also refer to the study of such constraints, a field that includes domains such
as phonology, morphology, and syntax, often complemented by phonetics,
semantics, and pragmatics. There are currently two different approaches to the
study of grammar, traditional grammar and theoretical grammar. Fluent speakers
of a language variety or lect have effectively internalized these constraints,
the vast majority of which – at least in the case of one's native language(s) –
are acquired not by conscious study or instruction but by hearing other
speakers (O'Grady, et al., 1996). Much of this internalization occurs during
early childhood; learning a language later in life usually involves more
explicit instruction. In this view, grammar is understood as the cognitive
information underlying a specific instance of language production.
Grammars evolve through usage. Historically, with the advent of
written representations, formal rules about language usage tend to appear also,
although such rules tend to describe writing conventions more accurately than
conventions of speech (Carter and McCarthy, 2017). Formal grammars are
codifications of usage which are developed by repeated documentation and
observation over time. As rules are established and developed, the prescriptive
concept of grammatical correctness can arise. This often produces a discrepancy
between contemporary usage and that which has been accepted, over time, as
being standard or "correct".
Syntax
Syntax refers to the linguistic structure above the word level
(for example, how sentences are formed) – though without taking into account
intonation, which is the domain of phonology. Morphology, by contrast, refers
to the structure at and below the word level (for example, how compound words
are formed), but above the level of individual sounds, which, like intonation,
are in the domain of phonology (Luuk, 2015). However, no clear line can be
drawn between syntax and morphology. Analytic languages use syntax to convey
information which is encoded by inflection in synthetic languages. In other
words, word order is not significant and morphology is highly significant in a
purely synthetic language, whereas morphology is not significant and syntax is
highly significant in an analytic language.
Functional
Grammar
Functional Grammar is a theory of grammar that is concerned with
how language functions in communication. This is Model propounded and developed
primarily by Michael Halliday in the 1960s. It has been a very significant
linguistic approach in language teaching within the field of Systemic
Functional Linguistics (SLF). Functional Grammar looks at the purpose language
serves in various contexts, that is the different approaches in language
teaching/learning to achieve a specific goal. In his 1993 work, T. Givón argued
that grammar is not a rigid, formal system, but a set of strategies for
producing coherent communication. He posited that language is a tool for
meaning-making, and grammatical structures are motivated by their function in
conveying messages effectively in context. Therefore, grammatical rules are a
means to an end—communication—and a full understanding of grammar requires
studying how it is used in real-world contexts.
Key points from Givón’s view (1993)
Grammar as a communication strategy: Grammar is a set of
strategies people use to communicate efficiently, not a collection of arbitrary
rules.
Language as a tool: Grammar exists to serve the purpose of
communication, making it a means to an end rather than an end in itself.
Context is crucial: The meaning and function of grammatical
structures can only be understood by examining how they are used in context,
which includes both spoken and written discourse.
Grammar and discourse are linked: He emphasizes the relationship
between grammar and discourse, arguing that the two are not separate but
interconnected.
Typological approach: His work is heavily based on typology, which
involves comparing grammatical structures across many languages to find both
common patterns (universals) and language-specific variations.
Rejection of formalist views: Givón is critical of formalist
approaches, such as those espoused by Chomsky, that view grammar as an
autonomous system separate from meaning and function. He argues that these
approaches fail to capture the essence of language as a tool for communication.
Language acquisition: He takes a constructivist view on language
acquisition, believing that children first acquire a more rudimentary
communicative system that later evolves into the formal syntax we recognize. Nieto-Crus
(2019) discusses much about functional grammar (especially in her study “The
Role of Systemic Functional Grammar in the Expansion of Nominal Groups”). Her
work gives empirical evidence for using SFG in teacher education, especially
with respect to nominal groups. Here are the main points:
1. Grammar as
awareness and tool for expansion
Nieto‑Cruz shows that when student teachers are exposed to
systematic principles of systemic functional grammar, they tend to expand their
use of nominal groups in writing. That is, their writing becomes more complex
structurally and meaningfully in how they use nominal groups.
By "expand nominal groups" she means employing more
modifiers, qualifiers, complexity in the noun phrases: richer descriptions,
embeddings, etc. This likely corresponds to more academic style or writing with
more detail.
2. Grammar
and meaning are connected
Nieto‑Cruz’s approach shows that grammar is not simply formal or a
set of rules to memorize, but that grammatical structures serve meaning. In her
study, student teachers’ awareness of how nominal groups function in conveying
meaning is enhanced. SFG gives tools for analysing why certain structures are
chosen: what communicative purpose, what rhetorical or textual effect.
3. Grammar in
teacher education
She argues / demonstrates that grammar instruction for pre-service
English teachers benefits from including systemic functional grammar, because
it can act as a cognitive framework. The student teachers in her study showed
improvement after instruction in SFG.
SFG helps them produce more complex nominal groups in academic
writing which are demanded in their studies and professional practice.
4. Grammar
beyond structure
Her view of functional grammar (via SFG) includes not just
structure but context: the purpose of the speech/writing event, the
participants, the discourse context.
In other words, grammar is embedded in use; the functions language
fulfills (ideational / interpersonal / textual) are relevant. Nieto‑Cruz uses
that to help student teachers understand how nominal groups can be deployed
meaningfully. Functional grammar analyzes grammatical structure by also
examining the entire communicative situation, including the purpose,
participants, and discourse context. Here, functional grammar as an approach
that maintains the communicative situation motivates, constrains, explains, or
determines the grammatical structure, proposing that structural and formal
approaches are limited because they ignore this context (Takala, 2016). Unlike formal grammar, functional
grammar’s goal is to explain language structure by grounding it in the
communicative act.
Nichols 1984) defined functional Grammar as an approach to
language that emphasizes how grammar is used to create meaning in context. It
views language structure as inherently linked to its communicative functions,
exploring how grammatical choices contribute to expressing ideas, interacting
with others, and organizing information. According to Derewianka & Jones
(2010) Functional Grammar is built on a series of assumptions about how grammar
works in context: Language is a dynamic, complex system of resources for making
meaning. It focuses on the meaning of a text as a whole and works its way down
to deconstruct the meaning of sentences and clauses. Derewianka and Jones in
(2010) juxtapose two perspectives of grammar types, namely traditional vs
functional choices.
According to Collins COBUILD (2021) Functional Grammar is a
grammar that puts together the patterns of the language and the things you can
do with them. The Oxford Languages state that a Functional Grammar is a theory
of grammar concerned with the social and pragmatic functions of language,
relating this to formal synthetic properties and prosodic properties.
Functional Grammar may refer to functional linguistics, Functional discourse
grammar. The business of Functional Grammar is to look at the text from the
point of view of meaning. That's the language is interpreted as a system of
meaning. Halliday proposed three metafunctions of language: Ideational
Metafunction: Concerned with the representation of experiences and the external
world; Interpersonal Metafunction: Focused on interactions between speaker and
listener, expressing attitudes, judgments, and social roles; Textual
Metafunction: Deals with the organization of information in a coherent and
cohesive text.
Nature of Functional Grammar
In language teaching, functional grammar has more applications to speaking and writing. It serves
the communicative purpose of EFL students learning the English language and provides the opportunity for EFL students to recognize the linguistic features of the language (Halliday, 2004). Functional Grammar emphasizes the way spoken and written language operates in different social situations.
It is very useful in showing how texts work beyond the level of the sentence, how different
texts are structured, and how language varies to suit the purpose of the users. Halliday (2014) points out that functional grammar is functional in three distinct senses, such as the interpretation of texts, systems,
and the elements of linguistic structures. In the interpretation of
texts, functional grammar is designed to account for how the language is used. While in the interpretation of systems, the fundamental
components of meaning
in language are functional components. In the interpretation of the elements of linguistic structure, each element in a language is explained by reference to its function in the whole system of linguistic.
It can be concluded that functional grammar constructs all the units of a language.
Functional grammar is very useful for describing and evaluating how language can be used to write and speak more appropriately and effectively.
Functional grammar has its own characteristics and there are six concepts to serve its communicative purposes. They are functions and systems that look at how language works in terms of the functional
relationships of its constituent parts; hierarchy of language units see that functional grammar relates grammatical
categories to the communicative functions which they serve; clause and sentences; theme
and rheme; mood and transitivity.
Empirical
Review
Hassan et al. (2021) investigated the effectiveness of systemic functional grammar approach in developing EFL written grammar skills
and reducing the EFL writing anxiety
among student teachers at the
Faculty of Education. The participants of this study included (50) students (control and experimental group)
enrolled in the English section
at Faculty of Education, Benha University. The instruments of the study included an EFL grammar skills test, and an EFL writing anxiety scale. The study
followed adopted the two groups (control and experimental) pre-post nonequivalent control group design. The dependent variables were measured before and after the experiment for both groups. The
results were statistically analyzed and
revealed that “there is a statistically significant difference between the mean scores of the control group and that of the experimental group in the post-assessment of the EFL written grammar skills test in favor of the experimental group, where the t-value is (8.751), which is significant at the (0.01) level of significance. Also, the results revealed that there is a statistically significant difference between the mean scores of the control group and that of the experimental group in the post-assessment of the overall EFL writing anxiety scale in favor of the experimental group, where the t- value is (7.262), which is significant at the 0.01 level of significance. Therefore experimental groups’ EFL written grammar skills were developed and their writing anxiety was reduced as a result of using the systemic functional grammar
approach. It is recommended that
a systemic functional grammar approach should be embedded in different educational stages to develop EFL student teachers’ written grammar skills and reduce their writing anxiety.
Another study by Wong and Barrera (2012) investigated the role of
grammar in communicative language teaching: An exploration of second language teachers’
perceptions and classroom practices. The purpose of the qualitative case study was to look into second language (L2) teachers’ perceptions and classroom
implementations of
grammar instruction with regard to communicative language teaching (CLT). The study focused on individual teachers’ perspectives of CLT because teachers’ perceptions of their
pedagogical skills have an impact on how they teach. Participants were six college level teachers who taught Spanish as L2 in a major university in the Southern United States. Data were collected through classroom observations, interviews, and document and record collection. The findings indicated that there was a mixture of perceptions regarding the inclusion of explicit grammar instruction in a CLT classroom. The findings also revealed that teachers’ perceptions of what they deem to be effective L2 instruction are influenced by their experience as learners as well as their observation of student learning. The results suggest that teachers’ beliefs are
generally reflected in their classroom practices, but exceptions may occur due
to departmental regulations. Pedagogical implications for teacher education and world language methods courses were drawn up based on the findings of the study.
Methodology
Research
Design
The descriptive survey research design was used in this study. The
ability to gather information from a representative sample and to analyse the
relationships between variables without manipulating them is a characteristic
of this design. Because it includes describing, documenting, analysing, and
interpreting situations that exist, the descriptive survey was determined to be
the most suitable design for performing this study.
Population of
the Study
The target
population of this study comprises lecturers from the Department of English and
Communication Art, Ignatius Ajuru University of Education. Following the
2024/2025 academic session statistics of the school, the department has a
population of 26 lecturers.
Sample Size and Sampling
Technique
Moderately, for
the purpose of this study, random Sampling technique was used to select twenty
(20) lecturers from the Department of English and Communication Art, Ignatius
Ajuru University of Education. Hence, 20 respondents was sampled from the
population.
Instrument for Data
Collection
The instrument used for this study was the researcher’s structured
questionnaire.
Validation of
Instrument
The instrument was validated by researcher's supervisor and
experts in the department of English and Communication Art, the content and
face validity was used to validate the instrument's reliability test of the
extent to which a research instrument is capable of measuring what is intended
to measure. For the purpose of this study, the questionnaire was tested on one
on one validity (face-to-face) context validity and constructs validity level.
Reliability
of the Instrument
The rest-re-test approach was carried out in Rivers State
University. The research instrument was administered to 15 respondents, the
earnestly responded to the instrument and after two weeks, the research
instruments were re-administered to the same respondents. The result
obtained from the analyses reviewed that the reliability coefficient of the
instrument was 0.259, which is greater than 0.05. This implied that it is
reliable.
Method of Data Collection
The questionnaire
was designed for collecting
data. The questionnaire
was administered to the lecturers to express their ideas and opinions through its different statements.
Method of
Data Analysis
Descriptive and inferential statistical approaches were used to
analyse the data that had been gathered. The mean criterion was utilised, and
the answer alternatives were weighted in accordance with the following method:
SA: 4 points, A: 3 points, D: 2 points, and SD: 1 point are the point values
assigned to each of the four letter grades. Following an explanation of each of
the tables that was provided for the sake of clarity, any mean that fell below
the average mean of 2.5 was disagree, while any mean that above 2.5 was agree.
Table 1: Research Question 1: What are the uses of functional
grammar in language teaching?
|
SN |
ITEMS |
N |
SA (4) |
A (3) |
D (2) |
SD (1) |
M |
Decision |
|
|
The uses of Functional Grammar in language
teaching |
|
|
|
|
|
|
|
|
1 |
Functional grammar
is used for Communicative Teaching |
20 |
11 (44) |
8 (24) |
1 (2) |
- - |
3.5 |
Agree |
|
2 |
Functional
Grammar focuses on meaning-making and functionality aligns with communicative
language teaching approaches |
20 |
10 (40) |
8 (24) |
1 (2) |
1 (1) |
3.4 |
Agree |
|
3 |
Functional
Grammar can inform the design of language curricula that prioritize
functional language use |
20 |
9 (36) |
8 (24) |
2 (2) |
1 (1) |
3.2 |
Agree |
|
4 |
Functional
grammar can be used for language assessment |
20 |
8 (32) |
7 (21) |
3 (6) |
2 (2) |
3.1 |
Agree |
|
5 |
Functional
Grammar can be used to develop assessments that evaluate learners' ability to
use language functionally |
20 |
10 (40) |
7 (21) |
1 (2) |
2 (2) |
3.3 |
Agree |
Table II: Research Question 2: What are the benefits of functional
grammar to language learners?
|
SN |
ITEMS |
N |
SA (4) |
A (3) |
D (2) |
SD (1) |
M |
Decision |
|
|
The Benefits of functional grammar
to language learners |
|
|
|
|
|
|
|
|
6 |
With
functional Grammar, learners can develop more effective communicative skills. |
20 |
7 (28) |
6 (18) |
4 (8) |
3 (3) |
2.9 |
Agree |
|
7 |
Functional
Grammar helps learners to understand how language works in context, promoting
linguistic awareness and self-directed learning |
20 |
9 (36) |
8 (24) |
2 (2) |
1 (1) |
3.2 |
Agree |
|
8 |
Functional
Grammar is not associated with Increased linguistic awareness |
20 |
2 (8) |
2 (6) |
8 (16) |
8 (8) |
1.9 |
Disagree |
|
9 |
Functional
grammar facilitates Enhanced language proficiency |
20 |
8 (32) |
7 (21) |
3 (6) |
2 (2) |
3.1 |
Agree |
|
10 |
Functional
Grammar contributes to improve language proficiency by emphasizing the
development of functional language skills. |
20 |
11 (44) |
8 (24) |
1 (2) |
- - |
3.5 |
Agree |
Table III: Research Question 3: What are the Challenges and
Limitations of Functional Grammar?
|
SN |
ITEMS |
N |
SA (4) |
A (3) |
D (2) |
SD (1) |
M |
Decision |
|
|
The
Challenges and Limitations of Functional Grammar |
|
|
|
|
|
|
|
|
11 |
Functional
Grammar can be a complex theory, requiring significant expertise to apply
effectively |
20 |
10 (40) |
8 (24) |
1 (2) |
1 (1) |
3.6 |
Agree |
|
12 |
Functional
Grammar's emphasis on context can make it challenging to apply in diverse
teaching settings. |
20 |
8 (32) |
7 (21) |
3 (6) |
2 (2) |
3.1 |
Agree |
|
13 |
Functional
Grammar may require significant revisions to existing curricula and teaching
materials |
20 |
10 (40) |
7 (21) |
1 (2) |
2 (2) |
3.3 |
Agree |
Conclusion
Functional
Grammar in Language Teaching/learning is all inclusive framework that
facilitate learners’ language competence in using language. It moves beyond
formal structures to focus on the functions language serves in making meaning,
helping to understand how text are structured and how language varies to suit
purposes. It also offers significant insight on language learning. Functional
Grammar analysis how are meaning are derived, including the functions of words
and sentence structure/ patterns. The study provided responses on the uses of
Functional Grammar in Language Teaching. In communicative teaching, Functional
Grammar focuses on meaning -making and functionality aligns with communicative
language teaching approaches. In language curriculum design, Functional Grammar
can inform the design of language curricula that prioritize functional language
use. Also in language assessment, Functional Grammar can be used to develop
assessments that evaluate learners' ability to use language functionally.
On the benefits of Functional Grammar to
language learners, Functional Grammar can benefit language learners in several
ways. In improved Communicative Skills, with functional Grammar, learners can
develop more effective communicative skills. Also, in increased linguistic
awareness, Functional Grammar helps learners to understand how language works
in context, promoting linguistic awareness and self-directed learning.
Furthermore, in enhanced language proficiency, Functional Grammar contributes
to improve language proficiency by emphasizing the development of functional
language skills.
On the challenges and limitations of
Functional Grammar, Functional Grammar is beneficial to language learners, also
poses some challenges and Limitations among whom are: Complexity, Contextual
dependency, and Integrating with existing curricula. In complexity, Functional
Grammar can be a complex theory, requiring significant expertise to apply
effectively. In the area of contextual dependency, Functional Grammar's
emphasis on context can make it challenging to apply in diverse teaching
settings. Furthermore, in integrating with existing curricula, Functional
Grammar may require significant revisions to existing curricula and teaching
materials.
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