THE MEANING AND STRUCTURE OF a FAIRY TALE a SYSTEMIC FUNCTIONAL ANALYSIS

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

PHẠM THỊ THÚY

THE MEANING AND
STRUCTURE OF A FAIRY TALE
A SYSTEMIC FUNCTIONAL
ANALYSIS
( CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT CÂU CHUYỆN
CỔ TÍCH: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG)

M.A. Minor Programme Thesis

Field: English Linguistic
Code: 60 22 15

Ha noi2010


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

PHẠM THỊ THÚY

THE MEANING AND
STRUCTURE OF A FAIRY
TALE:
A SYSTEMIC FUNCTIONAL

ANALYSIS
( CẤU TRÚC VÀ NGỮ NGHĨA CỦA MỘT CÂU CHUYỆN
CỔ TÍCH: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG)

M.A. Minor Programme Thesis

Field: English Linguistic
Code: 60 22 15
Supervisor: Prof. Dr. Hoàng Văn Vân

Ha noi2010


1

CHAPTER 1
INTRODUCTION
1.1. Rationale
The last four decades have witnessed a major shift in linguistics research from
focusing on forms to focusing on both forms and function. These fundamental changes
reflect an emerging view in which language is treated as a communicative activity rather
than an isolated set of grammatical rules. Following these developments, the field of
linguistic research has welcomed the arrival of the Systemic Functional Grammar (SFG).
According to Halliday (1994), SFG which is based on functional framework is different
from formal models of grammar. In terms of analysis this is not a one way process, from
context to use. The exploration can go both ways: we can learn about the general
grammatical resources of the language by looking at how they are used in text; and we can
understand how texts work by applying what we know about the meaning of grammatical
resources. Identifying these advantages, I was determined to conduct an analysis on a fairy
tale based on functional framework.

The reason for choosing to investigate this specific type of text lies in my personal
interest in fairy tales. Specifically, I often spend “delicious” hours before sleeping time
telling fairy tales to my small daughter. Besides providing entertainment, these tales “hide
a wealth of insights just below the surface” (Young, 1997) and provide my child with a
good sense of imagination as well as rich context for language that is important in later
reading. The fairy tales by Andersen adapt a humorous and colloquial style, reminiscent of
oral story telling techniques rather than the sophisticated literary devices of the fairy tales
written by other precursors. Therefore, “the stories are for children, but adults too should
be able to listen in “. (Andersen, 1863)
1.2. Aims and Scope of the Study
The thesis has been conducted in an attempt to meet the need for more functional
language learning. Specifically, it explores the grammar and meaning of a fairy tale within
the framework of systemic functional grammar. The research question that the present


2

study seeks to answer is: “How is the text expressed in terms of transitivity, mood and
theme-rheme?”
The following goals are expected to be accomplished in current study
− Theoretically, the present study re-examines some basic analytical instruments
provided by systemic functional linguistics
− Practically, the study investigates who these instruments are employed in the
fairy tale “The Princess and the Pea” by Hans Andersen.
1.3. Methods of the Study
The study is undertaken with a view to analyzing the meaning and grammar of a fairy
tale. Given this nature of the study, the descriptive and analytical methods will be
employed as the principal ones. The descriptive method is concerned with the description
of concepts related to systemic functional grammar. The analytical method is resorted to
analyze the chosen text. The procedures and conventions used in the analysis are based on

the framework of Halliday’s (1994) An Introduction to Functional Grammar.
1.4. Description of the Study
This thesis consists of four chapters. Chapter 1 provides an introduction to the topic of
research, and by stating the aim and scope of the study. It also presents the research
methods of the study. Finally, it outlines the structure of the thesis. Chapter 2 reviews the
main concepts which serve as the theoretical framework for the analysis of the text. In
chapter 3, these concepts will be used to analyze the text “The Princess and the Pea”. The
analysis will proceed from clauses and clause complex analysis, the transitivity pattern, the
mood pattern, the theme-rheme pattern, the cohesive harmony of the text; to the summary
of the context of situation of the text. The final chapter draws conclusions, suggests
contributions of the thesis, presents educational implication, and proposes further research.


3

CHAPTER 2
THEORETICAL BACKGROUND
2.1. An Overview on Systemic Functional Linguistics
2.1.1. Features of Systemic Functional Grammar
According to Halliday (1994), the fundamental difference between systemic functional
grammar and formal models of grammar is that the former is based on a functional
framework. It is functional in three closely related senses: in its interpretation (1) of text,
(2) of system, and (3) of the elements of linguistic structures.
(1) It is functional in the sense that it is designed to account for how the language is
used. A functional grammar is essentially a ‘natural’ grammar, in the sense that
everything in it can be explained, ultimately, by reference to how language is
used.
(2) The fundamental components of meaning in language are functional
components. Systemic functional grammar distinguishes three functional
components of meaning in language: the ideational metafunction, the

interpersonal metafunction, and the textual metafunction.
(3) Each element in a language is explained by reference to its function in the total
linguistic system. A functional grammar is one that construes all the units of a
language – its clauses, phrases and so on – as organic configurations of
functions.
(M. K. Halliday, 1994: xiv)
2.1.2. Three Metafunctions of Language
According to Halliday (1970, 1985), language has three functions. The first function is
called the ideational function. This function serves for the expression of ‘content’: that is,
of the speaker’s experience of the real world, including the inner of his consciousness. The
ideational function has two subtypes: experiential function and logical function. In
serving this function, language also gives structures to experience, and helps to determine
our way of looking at things and combining things in a logical way.
The second function of language is the interpersonal function. This function serves
to establish and maintain social relation: for the expression of social roles created by


4

language itself – for example, the roles of questioner or respondent, which we take on by
asking or answering a question; and also for getting things done, by means of interaction
between one person and another.
The third function of language is the contextual function. This function is concerned
with providing links with language itself and with the features of the situation in which it is
used. This function of language enables speaker or writer to construct texts, or connected
passages of discourse that is situationally relevant; and enables the listener or reader to
distinguish a text from a random set of sentences.
(Van, Hoang Van, 2006: 28-29)
2.2. The Role of Contextual Analysis
2.2.1. What is Context?

Probably, context has become one of the most fluid concepts in modern linguistics.
For some scholars, context seems just to be the minimal stretch of language that helps to
understand what is written and spoken (Brown & Yule). Context, according to Nguyen
Hoa (2000), are the non-linguistic factors that contribute and constrain the interpretation of
discourse.
From another perspective, Hymes (1962), sees context as a limiter of the range of
possible interpretations, and, on the other hand, a supporter of the intended interpretation.
Here is what he says:
The use of a linguistic form identifies a range of meanings. A context can support a range
of meaning. When a form is used in a context it eliminates the meanings possible to that
context other than those the form can signal: the context eliminates from consideration the
meanings possible in the form other than those the context can support.

2.2.2. The Model of Context
Halliday in Halliday & Hasan (1989) develops a model for contextual analysis which
consists of three components or parameters: field (of discourse), tenor (of discourse), and
mode (of discourse). His model of context can be represented as follows:
(1) Field of discourse: refers to what is happening, to the nature of the social action that is
taking place: what is it that the participants are engaged in, in which the language
figures as some essential components.


5

(2) Tenor of discourse refers to who is taking part, to the nature of the participants, their
statuses and roles: what kind of role relationships of one kind or another, both the types
of speech role that they are taking on in the dialogue and the whole cluster of socially
significant relationships in which they are involved.
(3) Mode of discourse refers to what part the language is playing, what it is that the
participants are expecting the language to do for them in that situation: the symbolic

organization of the text, the status that it has, and its function in the context, including
the channel (is it spoken or written or some combination of the two?) and also the
rhetorical mode, what is being achieved by the text in terms of such categories as
persuasive, expository, didactic, and the like.
(Halliday in Halliday & Hasan, 1989:12)
2.3. Clause and Clause Complex
2.3.1. Clause Simplex and Clause Complex
In Halliday’s grammar, clauses can be divided into clause simplex and clause
complex. Clause simplex contains one clause, whereas clause complex contains a Head
clause together with other clauses that modify it. The notion of “clause complex” as
Halliday (1994:216) states, “enables us to account in full for the functional organization of
sentences”.
Clause simplex

Clause complex

|| Computer facilities are free of charge ||

||| If this applies to you || tick this box |||

2.3.2. Types of Relations between Clauses
According to Halliday, the clauses which comprise a clause complex are related in
term of tow systems: Taxis and Logical-semantic type.
2.3.2.1. Taxis
Taxis, or interdependency, indicate the logical interdependency between clauses in a
clause complex. Taxis relationships are either paratactic or hypotactic.
Parataxis is “the relation between two like elements of equal status, one initiating and
the other continuing” (Halliday 1994:218). In parataxis, the two elements are independent,

6

so “we only need to distinguish them by the order in which the speaker has chosen to say
them”. This is done by using the number 1,2,3 … as in:
||| John ran away,|| and Fred stayed behind.|||

1

2

Hypotaxis is “the binding of elements of unequal status” (Halliday, 1994:221). The
relation of hypotaxis between a dominant unit and a dependent one is signaled by using an
alpha (α) for the dominant, a beta (β) for a clause dependent on it, and a gamma (χ) for one
dependent on that, and so on.
||| The stiff crackling noises of frozen animals’ skin told him|| that the chief’s
α
tent was being torn down|||

β
It is noted that paratactic and hypotactic relationships can be combined in a single
clause complex:
|||Your grandmother knew|| my sickness meant death,|| and that there were no cure|||

α

β1

β2

2.3.2.2. Logico-semantic type

The logico-semantic relations are grouped into two main types: expansion and
projection.
Expansion: the secondary clause picks up the message of the primary one and
expands on it. It may be done in one of the three ways: by elaborating, extending or
enhancing.
Elaborating means saying the same thing over again, either by direct repetition, or by
rewording, clarifying, or giving an example:
||| They weren’t show animals; || we just had them as pets.|||

Extending means adding something new, giving an exception on it, or offering an
alternative.
||| The window in the room was open|| and half noises came of from the street|||
Enhancing means giving some further information that is related in a systemic way by
a semantic feature of time, clause, condition or concession.
||| When the morning came, || the other shepherds returned from Bethlehem|||


7

Projection: the secondary clause is instated by the primary one as what somebody
said (locution) or thought (idea). In other words, locutions are projected verbal events and
ideas are projected mental events.
||| “Oh, it will be clear tomorrow and hot as June”,|| said Stuart ||| (locution)
||| You’d think || there’d be a warning||| (idea)
Projection relationship can be either paratactic or hypotactic.
||| He said, || “Get in here, Hunt.”|||
"2

1

||| The boss said || that he could see you now|||
α

"β

2.4. The Role of Grammatical Analysis
2.4.1. Transitivity System
In systemic functional grammar, transitivity refers to the different types of process and
their incumbent participants and circumstances. Basically then, there are three components
in the process (Halliday 1985: 101): the process itself, the participants, and the
circumstances. The transitivity system is concerned with the choices that are made between
different types of process: material, mental, relational ,behavioral, verbal, and existential.
2.4.1.1. Material process
Material process is the process of doing: action and event. The one that does the deed
is called Actor, and the one that is affected by the action is called Goal. The one that
benefits from the process is called Receiver.
He

gave

a book

to her

Actor

Process: material

Goal

Receiver

2.4.1.2. Behavioural process
Behavioural process is the process of physiological and psychological behaviour .
Typical of this type of process in English is that there is usually one participant referred to
as Behaver and this participant is always a conscious being, not a lifeless thing.
She

cried

softly

Behaver

Process: behavioural

Circumstance


8

2.4.1.3. Mental process
Mental process is the process of sensing . It consists of four main subtypes: cognitive,
perceptive, affective and desiderative. In a mental process there are usually two
participants referred respectively as Sensor and Phenomenon. What is typical of a mental
process is that the Sensor is always a human being.
The boy

loved

the girl

Sensor

Process: mental

Phenomenon

2.4.1.4. Verbal process
Verbal process is the process of saying. It can contain one participants referred to as
Sayer, two participants referred to respectively as Sayer and Target or Sayer and
Verbiage, and even three participants referred respectively as Sayer, Target, and
Recipient .
She

spoke

French

to me

Sayer

Process: verbal

Target

Recipient

2.4.1.5. Relational process

Relational process is the process of being, having and being at. It comes under three
subtypes: The intensive, the circumstantial, and the possessive. Relational process consists
of two modes: attributive and identifying. When a relational process is in the attributive
mode, it has one participant referred to as Carrier and the quality referred to as Attribute.
When the relational process identifies the other, it has two participants referred to
respectively in two pairs of terms such as Identified/Identifier and Token/Value.
He

is

good

Carrier

Process: relational

Attribute

He

is

the best teacher

Identifier/Token

Process: relational

Identifier/Value

2.4.1.6. Existential process
Existential process is the process of existing, indicating that something or some natural
force exists. In this type of process, there is a participant, the Existent and one or two
circumstantial elements.


9

There

is

a man

in the room

Process: existential

Existent

Circumstance

2.4.2. Mood System
As an exchange or interactive event, a clause can be seen as consisting of two
components: the Mood (M) and the Residue (Res). The Mood is the component whose
function in the clause is to carry the syntactic burden of the exchange and to carry the
argument forward. In English, the Mood consists of two functional elements: the Subject
(Sub) and the Finite (Fin). The Subject is the nominal component of the Mood, it is the
thing by referred to which a proposition can be affirmed. The Finite is the verbal element
in the Mood which has the function of making the proposition finite. The Residue is the

remainder of the clause. It consists of three functional components: The Predicator
(Pred), the Complement (Compl), and the Adjunct (Adjct).
The boy
Subject

hit
Finite

Mood

the dog
Predicator

Complement

Residue

2.4.3. Theme-Rheme System
Systems of theme are two elements: the Theme (Th) and the Rheme (Rh). The theme
serves as the departure of the message, which in English coincides with the initial
element(s) of the clause; and the Rheme is the remainder of the message. By analyzing the
thematic structure of the clauses in a text we can find out the text’s mode of development.
The theme may be realized by a nominal group, a prepositional phrase, an adverbial group,
or even a clause in the case of predicated theme. Theme may be single or multiple, marked
or unmarked. A theme is single when the thematic element itself is represented by just one
constituent. In contrast, a theme is multiple when it has a further internal structure of its
own. An unmarked theme is one that is usual or typical, whereas a marked theme is one
that is unusual.
She

loved dancing

Theme

Rheme

On the table

there is a book

Theme

Rheme


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2.5. The Role of Cohesion Analysis
2.5.1. Grammatical Cohesion
2.5.1.1. Reference
Reference expresses the relationship of identity which exists between units in
discourse. Reference can be divided into anaphoric, cataphoric reference, personal,
demonstrative and comparative reference.
Anaphoric, Cataphoric and Exophoric Reference
Anaphoric reference is item(s) which points the reader or listener “backward” to a
previously mentioned entity, process or state of affairs. In discourse analysis, anaphoric
reference is indicated by ↰ as in :
↰
(1) Look at the sun. It’s going down quickly .( It refers back to the sun)
Cataphoric reference is a cohesive device which points the reader or listener

forwards. In discourse analysis, cataphoric reference is indicated by ↱as in:
↱
(2) It’s going down quickly, the sun. ( It refers forwards to the sun)
Exophoric reference is a kind of reference which refers to the situation. In discourse
analysis, exophoric reference is indicated by ↑ as in:
↑
(3) Look at that. (that =
Personal , Demonstrative and Comparative Reference
Personal reference is reference by means of function in speech situation and through
the category of person as in:
(4) Nam and Lan didn’t say a word. Perhaps they were angry
Demonstrative reference is a form of verbal pointing by the speaker who identifies
the referent by locating it on the scale of proximity in terms of space and time as in:
(5) He wanted to know how she could perform her work. But this did not happen.


11

Comparative reference serves to compare items within a text in terms of identity and
similarity as in:
(6) A: Would you like these eggs?
B: No, as a matter of fact, I’d like the other eggs
2.5.1.2. Substitution
Substitution refers to the process or result of replacing one item by another at a
particular place in discourse. There are there types of substitution: nominal, verbal and
clausal substitution.
Nominal substitution: is the use of a substitute word to replace the Head of a
corresponding nominal group.
(1) There are three books on the table. Which one do you like to borrow?
Verbal substitution: is “do”. This operates as Head of a verbal group, in the place

that is occupied by the lexical verb.
(2) ... the words did not come the same as they do
Clausal substitution: is one further type of substitution in which what is presupposed
is not an element within the clause but an entire clause.
(3) A: Has anyone gone home?
B: I hope so
2.5.1.3. Ellipsis
Ellipsis is used in the sense that something is omitted by a structure but the missing
part can always be retrieved from another structure within a sentence or beyond a sentence.
Elliptical cohesion can be studied in terms of nominal, verbal and clausal ellipsis.
Nominal Ellipsis: When the Thing is omitted, one of the elements in the modifier
must take the role of the head, but the reader can recover the omitted Thing from the
presupposition.
Sylia: I like the blue hat
Mary: I prefer the green.
Verbal Ellipsis: The Mood element is present but the Residue omitted .
A: Have you been working hard?
B: Yes, I have


12

Clausal Ellipsis: take the presupposing clause as a basic structure where ellipsis
occurs in constituents like the Subject Complement, Predicator, and Adjunct. The missing
part can be retrieved from the corresponding presupposed structure in another sentence.
A: Jillian has gone to Ho Chi Minh City this morning.
B: Has he? He didn’t tell me.
2.5.2. Lexical Cohesion
2.5.2.1. Reiteration
Under reiteration there are five subtypes: repetition, synonymy, antonymy,

superodinate and meronymy, and general word.
Repetition : refers to the same lexical item with the same meaning occurring more
than one in the same discourses in: Algy met a bear. The bear was bulgy.
Synonymy: refers to the relation between different words bearing the same meaning
or nearly the same meaning for a particular person, object, process or quality as in: He was
just wondering which road to take when he was startled by a sound from behind him. It
was the noise of trotting horses.
Antonymy: the function of antonymy is that a contrast between two word items can be
expected as in: Everybody knows that an army can be bribed to win, but nobody seems to
have thought of bribing it to lose a battle.
Superordinate and Meronymy: superordination is for class and subclass relation,
and meronymy is part/whole relation. Superordinate relation: music: drum, violin;
Meronymy relation: car: door, wheel
General Word: have generalized reference within the major noun classes as in:
Human noun: people, person, man, woman...
2.5.2.2. Collocation
Collocation refers to lexical cohesion that is achieved through the association of
lexical items that regularly co-occur. Under collocation there are three subtypes:
resultative, modificational, and contextual.
Resultative: refers to the relation of one item leading to the outcome of another item.
E.g. kill – die, rain – wet, dark – night.


13

Modificational refers to the relation holding between an item and one of its inherent
qualities. E.g. run – fast, bright – sun, dark – light...
Contextual : house – build, doctor – examine...
2.5.3. Logical Cohesion
2.5.3.1. Adversative

The semantic meaning of adversative is “contrary to expectation”. The expectation
may be derived from the content of what is being said or from the communication process,
the speaker-hearer situation as in: I’m afraid I’ll be home late tonight. However, I won’t
have to go in until late tomorrow.
2.5.3.2. Additive
The term additive should be distinguished from the term coordinative, because
coordination in sentence grammar implies the relation of a purely paratactic type.
Winter has gone and spring has come
2.5.3.3. Causal
It must consist of two elements, cause and effect.
...she felt that there was no time to be lost, as she was shrinking rapidly; so she got to work
at once to eat some of the other bit.
2.5.3.4. Temporal
Clauses are tied in accordance with the sequence of time.
The alarm goes off at 4.30. I get up and go and wake Warren. Then I go downstairs,
make some tea, and take a cup up to Warren.
2.6. Summary
In this chapter, I examined the main concepts which serve as the theoretical
framework for the analysis of the text in the following chapter. In particular, I worked at
the overview of systemic functional grammar, the role of contextual analysis, clauses and
clause complex, the role of grammatical analysis, and the role of cohesion analysis in
discourse. Turn to chapter 3 where I will use these concepts to analyze the text “The
Princess and the Pea”.


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CHAPTER 3
THE MEANING AND STRUCTURE
OF THE TEXT “THE PRINCESS AND THE PEA”

3.1. Data Collection
The data of the study is the fairy tale “The Princess and the Pea”, which is taken from
an English book Hans Andersen Fairy Tales a Selection published by Oxford University
Press in 1998. The tale was written by Hans Christian Andersen in 1835.
3.2. Data Analysis
The procedures and conventions used in the analysis are based on the framework of
Halliday’s (1994) An Introduction to Functional Grammar. The analysis will start by
introducing the context of the chosen text; exploring clauses and clause complex in the
text; then investigating the transitivity pattern, the mood pattern, the theme-rheme pattern,
examining the grammatical and lexical cohesion of the text; next summarizing the context
of situation of the text in terms of the three contextual parameters: field, tenor, and mode.
3.3. The Context of the Chosen Text
“The Princess and the Pea” is a literary fairy tale about a young woman whose royal
identity is established by a test of her physical sensitivity. Above the text, there is a picture
in which an old queen is laying quantity of mattresses on the bed. Behind her, a female
servant is holding mattresses. Beside the bed, there is a chair on which there are numbers
of eiderdowns and mattresses
3.4. Clauses and Clause Complex Analysis
The analysis of the text into clauses and clause complexes can be done as follows:
Clause

Text

I

1

There was once a prince [|who wanted to marry a princess|].

II

2

But she has to be a real princess.

III

3

So he traveled all round the world

4

to find one,

5

but there was always something wrong –

6

- there were plenty of princesses,

7

though whether they were real princesses


15

8

he could never quite find out:

9

there was always something [|that was not just right|].

10

So he came home again

11

and was very unhappy

12

because he wanted so much

13

to have a real princess.

14

One evening there was a dreadful storm:

15

it thundered

16

and lightened

17

and the rain poured down in torrents –

18

- it was really quite frightening!

19

Then there came a knock at the town-gate,

20

and the old king went out

21

and opened it.

VII

22

It was a princess [|who stood outside|].

VIII

23

But my, what a sight she was with the rain and the storm!

IX

24

Her hair and her clothes were running with water:

25

water was running in through the toes of her shoes and out at the heels.

26

But she said

27

she was a real princess.

28

‘Well, we shall soon find out!’

29

thought the old queen to herself.

30

She went into the bedroom,

31

took all the bed-clothes off

32

and put a pea on the bottom of the bed.

33

Then she took twenty mattresses

34

and laid them on top of the pea, and then twenty eiderdowns on top of the

IV

V

VI

X
XI
XII

XIII

mattresses.
XIV

35

And there the princess had to spend the night.

XV

36

In the morning they asked her

37

how she had slept.

38

“Oh, terribly badly!’ said the princess.

39

‘I have hardly shut my eyes the whole night!

40

Heaven knows

XVI


16

41

what there was in the bed!

42

I have been lying on something hard –

43

- I am black and blue all over!

44

It’s really dreadful!’

45

And so they could see

46

she was a real princess,

47

because she had felt the pea through twenty mattresses and twenty eiderdowns.

XVIII

48

No one but a real princess could possibly be so sensitive.

XIX

49

Then the prince married her,

50

for he was now sure [|that he had found a real princess|],

51

and the pea was placed in the art museum,

52

where it can still be seen

53

if no one has taken it.

54

And that’s a true story!

XVII

XX

The text consists of 54 clauses which make up 20 clause complexes. Most of the
clauses in the clause complexes are in paratactic relation showing their interdependence.
Their semantic relations are mainly of elaboration and extension. Two clause complexes
(XI, XVI) are of quoting and quoted relation characterizing the dialogic portion of the text.
Three clause complexes (X, XV, XVII) are of reporting and reported relation. Hypotactic
and paratactic relations combine into the same clause complexes (III, IV, XVI, XIX). The
division of clause complexes XVI which read as ‘Oh, terribly badly!’ said the princess. ‘I
have hardly shut my eyes the whole night! Heaven knows what there was in the bed! I have
been lying on something hard – I am black and blue all over! It’s really dreadful!’ It is the
conventional full stop in writing that causes argument. The full stop in writing here
suggests that there may be two clause complexes in each. In our analysis, all the four
clauses are combined into one clause complex, representing one semantic structure in the
writer’s own thinking. Table 3.1 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

x : enhancement

+ : extension

" : projection / locution (wording)

•

Others:

I, II, III … : Number of clause complex in the whole text
(1), (2), (3) …: Number of clause in the whole text
1,2,3 … : Number of clause within a clause complex
Table 3.1 Clauses and Clause Complex

I

(1)
1

II

1.1

||

(2)
1

III

||

||

1.1

||

(3)
1

|||

1α

|| x

2

+
1β

||

α2

|| x

2.1

|| =

2.2

|| x

||
2.3β

3
4
5
6
7
IV

(10)
1

|||

α1

||+

2

βα

||x

ββ

3

|||

4
V

(14)
1
2

|||

1.1

|| =

1.2

||+

1.3

1.4

|| +

3
4
5
VI

(19)
1
2
3

|||

1.1

|| +

1.2

|| +

1.3

|||

||=

1.5

|||

2.3α

||=

2.4

|||


VII

(22)
1

VIII

1.1

||

1.1

||

|||

1.1

||=

||

(23)
1

IX

||

(24)
1

1.2

|||

2
X

(26)
1

|||

1α

|| '

1β

2
XI

|||

(28)
1

|||"

1.1

1.2

||

|||

2
XII

(30)
1

|||

2

1.1

|| +

1.2

|| +

1.3

|||

3
XIII

(33)
1

|||

1.1

1.2

|| +

|||

2
XIV

(35)
1

XV

||

1.1

|||

1α

||

(36)
1

|| '

1β

|||

2
XVI

(38)
1

|||"

1.1

|| =

1.2

|| =

1.3α || x

2

‘

3
4
5
6
7
XVII

(45)
1
2
3

|| =

|||

αα

|| '

αβ

|| x

β

|||

1.3β

1.4

|| =

1.5

|| =

1.6

|||


XVIII

(48)
1

XIX

||

1.1

||

(49)
|||

1

1α

|| x

|| +

2α

|| =

1β

2

2βα

|| x

3

2ββ

|||

4
5
XX

(54)
||

1

1.1

||

3.5. The Analysis of the Text in Terms of Transitivity, Mood and Theme

(1)

(2)
There

TRANS
MOOD

Sub

was

once

a
prince
…princess.

Proc: exist

Circ

Existent

Fin Pred

Adjct Compl

Mood

But she

Residue

has to be

a
real
princess

Car

Proc: rel

Attribute

Sub

Fin Pred Compl

Mood

THEME Theme Rheme

Theme

(3)
So

Residue
Rheme

(4)
he

traveled

all…world

to find

one

TRANS

Actor

Process: material

Circ

Pro: material

Goal

MOOD

Subject

Adjunct

Predicator

Compl

Finite

Mood
THEME

Theme

Predicator

Residue
Rheme

Residue
Theme


(5)

(6)
but

there

was

TRANS
MOOD

Sub

Proc: exist

Circ

Existent

Fin

Pred

Adjct

Compl

Res

Mood

Residue

Mood
THEME

always something
wrong

Theme

- there

Sub

were

plenty of

princesses

Proc: exist

Existent

Finite Pred

Compl

Mood

Rheme

Residue

Theme

(7)

Rheme

(8)

though

whether

TRANS

they

were

real
princesses

he

could

Car

Proc:rel

Attribute

Senser

never

quite

Circ

Circ

find
out

Process: mental
MOOD

Sub

Fin

Pred

Mood
THEME

Compl

Sub

Finite

Residue

Theme

Adjct

Adjct

Mood

Rheme

Theme

Pred

Residue
Rheme

(9)
there
TRANS
MOOD

Subject

was

always

something …right

Process: existential

Circumstance

Existent

Predicator

Adjunct

Complement

Residue

Mood

Residue

Finite

Mood
THEME

Theme

Rheme

(10)
So

(11)
he

came

home

again

TRANS

Actor

Proc: mat

Goal

Circ

MOOD

Sub

Fin

Mood
THEME

Theme

and

was

very

unhappy

Proc: rel

Circ

Attr

Pred Comp Adjct

Fin

Residue

Mood

Rheme

Theme

Pred Adjct
Residue
Rheme

Compl


(12)

(13)
because

he

wanted

so much

to have

a real princess

TRANS

Senser

Process: mental

Circ

Pro: rel

Possessed

MOOD

Sub

Adjunct

Predicator

Complement

Finite

Pred

Mood
THEME

Residue

Theme

Residue

Rheme

Theme

(14)

(15)
One
evening

TRANS

Circ

MOOD

Adjunct

there

Subject

Residue
THEME

was

a dreadful
storm:

it

thundered

Process:
existential

Existent

Actor

Process:
material

Compl

Subject

Finite

Pred

Mood

Residue

Theme

Rheme

(16)

Pred

Subject

Residue

Theme

Rheme

(17)

and

lightened

TRANS

and

Proc: material

MOOD

THEME

Finite

Finite

Pred

Mood

Residue

Theme

the rain

poured down

in torrents

Actor

Proc: material

Circ

Subject

Finite

Pred

Mood

Rheme

Adjunct
Residue

Theme

Rheme

(18)
it

was

really

quite

frightening!

TRANS

Carrier

Process: relational

Circ

Circ

Attribute

MOOD

Subject

Finite

Adjunct

Adjunct

Complement

Mood
THEME

Theme

Predicator

Residue
Rheme


(19)
Then

there

TRANS
MOOD

Subject

came

a knock

at the town-gate

Process: existential

Existent

Circumstance

Complement

Adjunct

Finite

Predicator

Mood
THEME

Residue

Theme

Rheme

(20)

(21)

and

the old king

went out

TRANS

Actor

Proc: material

MOOD

Subject

Finite

Mood
THEME

Theme

and

Mood

Compl

Residue
Rheme

(23)

TRANS

Car

Proc: rel

MOOD

Sub

Fin Pred

Mood

what a
sight

she

was

with
…storm

Attribute

Attr

Car

Proc: rel

Circ

Complement

Compl

Sub

But
my

Residue

Theme

Res

Rheme

(24)

Fin

Pred

Mood

Theme

Adjct

Residue
Rheme

(25)

Her …
clothes

were running

with
water:

water

was running in

through...
shoes

and out
…heels

Actor

Proc: mat

Circ

Actor

Proc: material

Circ

Circ

Adjct

Subject

Finite

Adjct

Adjct

Subject Finite
Mood

THEME

Pred

Theme

a
princess...outside.

MOOD

Goal

Residue

was

TRANS

Proc: material
Finite

It

THEME

it

Pred

Rheme

(22)

opened

Theme

Pred

Residue
Rheme

Mood
Theme

Pred

Residue
Rheme


(26)

(27)
But

she

said

she

was

a real princess

TRANS

Sayer

Process: verbal

Carrier

Proc: rel

Attribute

MOOD

Subject

Finite

Mood
THEME

Pred

Subject

Residue

Theme

Fin

Mood

Rheme

TRANS

Compl
Residue

Theme

Rheme

(28)
‘Well

Pred

(29)

we

shall

Sen

soon

find out

thought

the old queen

to herself

Proc: ment

Senser

Circ

Fin

Pred

Subject

Adjunct

Mood

Res

Mood

Residue

Circ
Process: mental

MOOD

Sub

Fin

Mood

Adjct

THEME

Pred

Residue

Theme

Rheme

Theme

(30)

TRANS

Rheme

(31)

She

went

into the bedroom,

Actor

Process:
material

Circ

took

all the bed-clothes

off

Goal
Process: material

MOOD

Sub

Fin

Mood
THEME

Theme

Pred

Adjct

Fin

Residue

Pred

Mood

Rheme

Compl

Pred

Residue

Theme

Rheme

(32)
and
TRANS
MOOD

put

a pea

on …bed

Process: material

Goal

Circumstance

Complement

Adjunct

Finite

Predicator

Mood
THEME

Theme

Residue
Rheme