process

Functional linguistics is one of the most significant linguistic approaches of the 20th century, emphasizing the role of language and its structural units while examining structures beyond the sentence, namely, the text. The foundation of Halliday's Grammar relies on two attributes: Systemic and Functional. The semantic system encompasses the broadest functions of language; which Halliday calls metafunction. According to Halliday's Functional Grammar, there are six types of Ideational Metafunction: material, mental, relational, behavioral, existential, and verbal. This study employs a descriptive-analytical method to comparatively analyze these six processes in two of Mowlavi's prose works, Majalis-i Sab'e and Makatib. The aim is to answer the question of whether there is a relationship between the frequency of these process types and the textual and rhetorical structures that are considered prominent features of these works. This analysis seeks to shed light on these works’ stylistics based on ideational metafunction proposed in Halliday's Functional Grammar, thus providing insight into the author's worldview. The obtained results indicate that in Majalis-i Sab'e, the material process is more frequent, while in Makatib, the relational process has a higher frequency. This difference can be attributed to the nature of the discourse in each work. Majalis-i Sab'e consists of sermons and public speeches while Makatib comprises letters written by Mowlavi. Furthermore, among the nine peripheral elements, the spatial element has a high frequency in both works. Considering that the material process is the factor that raises transitivity and the relational process is the factor that lowers the transitivity of the text, low transitivity of Makatib has been compensated to some extent by the high frequency of the peripheral elements. This compensation allows the text to fulfill its intended purpose of teaching ethics and humanity.

This research has been done to investigate the impact of gender on different processes usage in writings of foreign learners of Persian language based on Halliday's systemic functional grammar approach. The method of this research is descriptiveanalytic method. The sample and the corpus of this research was the writing of 248 advanced female and male foreign learners of Persian language of the center for teaching Persian language in Ferdowsi university of Mashhad. Sampling method is done in this order: first, the writing of 248 advanced female and male foreign learners of Persian language was separated based on gender (124 men and 124 women); Then, the process of the verbs in the texts was determined based on the segmentation of Halliday; after that, the distribution of all processes, was determined and shown by charts and compared. The results indicate that the material and relational processes are the most frequent processes and the existential and verbal processes are the least frequent processes in writing of advanced female and male foreign learners of Persian language. The results showed that the women have used the different processes in their writing more than the men. The men have used the material process, 3.26 percent more than the women. The women have used the mental process, 2.83 percent more than the men.

This article studies the transitivity system of Ferdowsi's discourse while Rostam faces the armies of Iran and Turan based on systemic functional grammar of Halliday and Matthiessen (2014) to identify its style. In this regard, the analysis of 195 clauses derived from 155 couplets of Ferdowsi's Shahname revealed that types of processes, participants and circumstances and their frequencies in Ferdowsi,s discourse are different from each other while their type and frequencies in Rostam's speech that addresses Iranian army was not different from Turani's army. The relational process possessed the highest and the behavioral one held the least frequency. The representation of mental and material processes by relational process justifies the higher frequency of relational process compared to the others. Mental clauses showed that the perceptive type had higher frequency compare to cognitive, desiderative and emotive types. The nature similarity of behavior process with mental, material and verbal processes justifies the lower frequency of this process so that it is represented through these processes. Iran's army was addressed by neutral quoting process while the Turan's was addressed through indicating one. In addition, the type and frequency of identified, identifier, carrier, attribute, agent, sensor and sayer participants, as well as the type and frequency of the location and manner circumstantial elements are of other characteristics of this discourse. The concrete evidence of processes, participants, circumstances, using proper nouns and the higher frequency of processes accompanying with past form and the first person confirm the narrative-descriptive style of this discourse.

Halliday's systemic functional theory is a social look at a language which is interwoven with three metafunctional processes. Studying literary texts from linguistic aspects, such as ideational function is one of the new research approaches which improve a better and deeper understanding of hidden layers of texts. One of the modern Arabic and Persian literary discussions is the use of myths in modern poetry. Contemporary Arabic and Persian poets have described Hallaj's story in the form of myth. Abd al-Wahhab al-Bayati, a contemporary Arabic poet, and Shafiei Kadkani, a contemporary Persian poet, are among the poets who deal with the story of Hallaj in some of their poems. The method is correlative-analytical and this study tries to analyze the variety of different ideational metafunction processes of Hallaj's story in the poetry of these two poets. The results show that each of these two poets used various material processes to express their opinions. Peripheral elements such as time and space exist in the poems of both poets.

The role-oriented approach in linguistics has various schools, the most important is London school. This school has some founders whose most prominent is Michael Halliday. He changed Firth's textual theory, then formulated a theory and called it the systematic order. This theory is based on the multiplicity of language roles. Research Method This article emphasizes on Halliday syntax and examines and focuses on the empirical (thought-provoking) task of language in verses of 30th part of Quran rather than talking about the quality of the Prophet's peace of mind in the verses in which the word « Sakineh «is not directly entered (including six verses about the word Sakineh while these words are known to Al or have been added or are not Nekreh and its being is to re-establish the heart of the Prophet and to consolidate his noble companions) but includes the meaning of Sakineh. A descriptive method with analysis tools is used in this investigation; So that the sentences of the Suras are examined in term of empirical function of language in Halliday's theory, then processes are mentioned that show the peace of the Prophet's heart through language and frequent processes in these verses are mentioned that show the peace of the Prophet's heart. Finally, the superiority of these linguistic indicators is discussed. Research objectives 1.Identify some examples of peace of mind in the verses in which the word «Sakineh« is not directly included. 2.Investigate the Prophet's attainment of calmness through processes. 3. Highlight the prominent linguistic elements in the verses. In this article, focusing on the empirical task of language (after extracting the processes from the verses and examining its type), it was found that 1. Material, behavioral, interest, verbal, and mental processes show the calmness of the Prophet's heart from a linguistic point of view, and despite the fact that Sakina is a matter of the heart, it is manifested primarily in material processes; Because it (peace) is the result of action, and that action is manifested in material processes, and material processes occupy the second place of operations.2. Regarding the prominent processes in the mentioned verses speaking about worship of the Prophet and the proclamation of his mission, we have seen that the material processes are more frequent in the verses. Peace is achieved for the Prophet through his worship and proclamation of his mission;Because the human's heart approaches God through worship of its Lord, so here the Prophet is an active participant and plays an important role in his own calmness. In some verses we saw that the Prophet's patience in the face of problems and self-restraint to face disgust are able to realize the Prophet's calmness through the behavioral processes that the Prophet himself seeks. The Prophet's peace is also achieved through the divine gospels, most of which are manifested in attributive-communication processes, and its participation is God Almighty. Giving Divine Blessings realizes the Prophet's peace of mind through material processes in which God is active participant. Also, the peace of the Prophet's heart is achieved through the remembrance of God's greatness and power, and this remembrance is manifested in the material processes in which God is active participant. Also, the peace of the Prophet's heart is achieved by defining his main duty in the communication processes in which the Prophet is actively involved. Most of the peace of the Prophet's heart is achieved through the good deeds and gratitude of the divine blessings in the material processes whose participant is Prophet himself.3. Regarding the cause of these prominent elements, it is necessary to say that material processes are prominent in four types of verses speaking about worshiping the Prophet and giving divine blessings and mentioning the greatness of God and His power and giving thanks for divine blessings. And this multiplicity of material processes goes back to the pivot of these verses; Because worship, when it is pure and manifested in action, is the ultimate humility and brings peace. Likewise, God bestows His blessings in practice and reveals His power through objective things, and asks the Prophet to give thanks in practice in order to attain true peace. And the behavioral processes are frequent in the first part of the verses that speak about the patience of the Prophet; Because self-restraint is patient against behavioral problems that can not be achieved except in these processes and communication processes frequent in the two parts of the verses that speak of the divine gospel and the highlighting the main duty of the Prophet, to emphasize the Prophet's enduring the problems and the good news to achievement after a difficulty to calm the heart of the Prophet who suffers from the deeds of the infidels and their speech. Through these processes, God attributes such qualities as «masculine « to a prophet who is not obliged to force people to pray and believe in God; Because God will hold them accountable when they return to the Hereafter.

With the study of elementary school children, it was discovered that Parvin's debates were at the forefront of understanding the works; therefore, his personal style analysis was necessary with the help of the coherence of the text and the types of excerpts, in order to determine which component of the observation had led to this. In this way, two types of debates were examined by descriptive-analytical method of each single verse. The result of the research suggests that among the factors of coherence, repetition and integration, the leading referencing and nominal elimination and incremental accountability are the highest frequency. Also, by examining the transcendental processes, it became clear that the further use of material process, questionable sentences, and the subsequent dimming of news sentences made them understandable children's poems

in art of story writing character has been introduced as one of the most basis elements of story. writers use direct and indirect methods in order to create story characters, that actions in sub category of indirect characterization, also includes unverbal behaviors.Goli Taraghi is one of the first women of the storyteller in Iran, who was able to establish her own style in the field of works based on a strong personalization and the appearance of their mentalities and their internalities.In this article, how to characterize the person by connecting the characters of the story using non-verbal behaviors that involves voluntary and non-verbal behaviors, based on the story of the father of the flower of the progression, has been studied and carefully considered. This study has shown that three different types of communication - flow, process, and transaction processing - can be distinguished through non-verbal behaviors among story characters that have played a significant role in the creation of characters, revealing their mood and emotions. In addition, non-verbal behaviors have a significant contribution to explaining the type of relationship between the characters and their relationship with the audience.

this article is devoted to the study of compound adjectives in Persian with at least three words in their structure, one of which must be a verb in the form of present, imperative, or past. the relevant data was collected from every day conversations of Persian native speakers, radio and TV programs, weblogs, websites, and social networks. then they were studied on the basis of Halliday's Systemic Functional Grammar, and the Experiential Metafunction. the results show that Material Process exists in most of those adjectives, which together with "goal" as the main participant, or some other participants and circumstantial elements form the morphological structure of the adjectives. no Relational and Behavioral processes were used in the formation of those adjectives.

One of the most controversial issues in applied linguistics since the past two decades concerns the role of genre-based writing instruction and its applications in the area of second language (L2) teaching and learning (Correa & Echeverri, 2017; Derewianka, 2015; Lin, 2016; Tardy, 2005, 2006, 2009, 2011; Truscott, 2012; Thompson, 2014). Genre has been variously defined by different scholars in the field of second language acquisition. Swales (1990) introduced genre as a class of “communicative events” characterized by a sequence of segments with each move accomplishing some part of the overall communicative purpose of the text, in order to produce distinctive structural patterns.The main theoretical background of the study lies on Halliday’s (1994) Systemic Functional Linguistics (SFL), which offers the most theoretically sophisticated and pedagogically developed approach of the three, underpinned by a highly evolved and insightful theory of language and motivated by a commitment to language and literacy education (Hyland, 2004; Paltridge, 2001). Paltridge (2002) concluded that writing genre-based tasks, help learners achieve some genre knowledge and develop their awareness to reflect on the acquisition of the genres they need. Although previous studies have contributed to different aspects of language pedagogy in L2 writing, much remains to be investigated regarding the impact of genre-based approach on EFL learners’ written production. Bearing the gap in the literature in mind, specifically, investigation of genre-based instruction could contribute to SLA literature theoretically and practically
This study aims at addressing the following research questions
RQ1: Are product, process, and genre-based approaches differentially effective in the improvement of accuracy in writing among intermediate EFL learners?
RQ2: Are product, process, and genre-based approaches differentially effective in the improvement of fluency in writing among intermediate EFL learners?
RQ3: Are product, process, and genre-based approaches differentially effective in the improvement of complexity in writing among intermediate EFL learners?
One-way ANOVA was employed as the statistical means of analysis for comparing the means of accuracy of product, process, and genre groups in written task.
The main purpose of the present study was to investigate the effect of three modes of developments (product, process, and genre-based) on written task performance across linguistic domain of accuracy, fluency, and complexity in EFL context. The results of the study are in line with the findings of Swales (1986), Martin (2009), Martin & Rose (2008), Johns (2003), Hyland (2007), and Kuhi (2014) who supported the effectiveness and merits of genre-based approach on learners’ written performance. Similarly, in line with the findings of the study the results of the study conducted by Paltridge (2001) revealed that learners outperformed and produced coherent writing in the genres taught, relying on the model texts provided. Also, Yayli (2011) observed a group of EFL learners. He proposed that the students displayed awareness of generic features and applied such knowledge to the practice of genres. Similar findings were reported by Huang (2014), he found that the student developed knowledge of the research article genre through assimilating explicit genre instruction. Yayli (2011) and Huang (2014) both confirmed that genre-based pedagogy could effectively foster students’ genre awareness. In line with this arguments, Yasuda (2011) focused on a task-based syllabus design and investigated its effect in a genre-focused writing. Yasuda’s (2011) study demonstrated the effectiveness of a task-based instructional framework in genre learning. Also, Cheng (2008a) revealed that, a key finding was that the concept of genre functioned as an explicit and supportive learning tool in the student’s growing awareness.
However, the findings ran against Freedman & Richardson (1997) that centered on the disjuncture between the claim that meaning is encapsulated in textual objects, genres as autonomous systems, and the avowal of a social constructionist functional model of language. Also, Dovey (2010) conducted a design-based research and the results obtained revealed that students who learned with the process-based curriculum design had better performance in writing than their counterparts in genre group. According to Byram (2004) genre underestimates the skills required to produce content, and learners’ self-sufficiency. Similarly, Bawarshi (2000), and Badger & White (2000), adopted an approach as a synthesis of the three approaches which could lead to important development in the writing classroom. As Badger and White argue, effective communication involves knowledge about language, knowledge of the context in which the writing happens and especially the purpose for the writing (as in genre approaches), and skills in using language (as in process approaches) (2000, pp. 157-158)

Adjectives are considered predicates of sentences and take features normally associated with verbs when used predicatively. Functional linguists divide predicate-functioning verbs into stative and non-stative predicates. The aim of this paper is to show through syntactic and semantic evidence that stativity/non-stativity is not limited to verbs; rather; they can be extended to adjectives as well. The questions which the present research aims to answer are: to what extent can the theory of Role and Reference Grammar (RRG) be used as a framework to explain the syntactic and semantic features of stative and non-stative adjectives of Persian, and is the division of predicates into statives and non-statives specific to verbs, as Vendler believes, or can it be extended to other predicates including adjectives? Attempts have been made in this article to describe stative and non-stative adjectives through the analysis of the spoken and written data of Persian. Besides, various syntactic and semantic tests have been used for distinguishing stative adjectives from non-stative ones.
The theoretical framework within which the present research has been conducted is RRG, which is a functional theory developed by Van Valin in the 1980s in response to the question about the interface between form and meaning, or the interface of syntax, semantics and pragmatics in different languages. RRG claims that semantic and pragmatic considerations determine the linguistic forms. This theory posits three main representations: a representation of the syntactic structure of sentences, a semantic representation, and a representation of the information structure of the utterance. There is also a set of rules linking the syntactic and semantic representations to each other, and discourse-pragmatics plays a role in this linking. What makes RRG distinct from other formal approaches is that it tries to describe and analyze linguistic structures via reference to meaning and communicative role. The syntactic structure and the semantic structure are combined and the latter is regarded as the basic component. In the semantic structure, verbs are divided based on their type of action (Aktionsart) into states, achievements, accomplishments and activities.
Some adjectives such as big, tall, fat and red show permanent states, whereas some others such as careful, disciplined, shy and arrogant show temporary characteristics which are not under the control of their arguments, and which are interpreted in the contexts and circumstances where they appear. The researchers have used different syntactic and semantic tests including progressive use, imperative use, function in different tenses with different adverbials and so on, to distinguish stative adjectives from non-stative ones. The syntactic and semantic evidence shows that stative adjectives have a different behavior from non-stative ones, as the latter can be used in imperative function, progressive aspect, different tenses, to mention just a few, whereas the former type of adjectives cannot be used in this way. The analysis of the two types of adjectives also showed that there exists some overlap between them; that is, some adjectives have both stative and non-stative interpretations, depending on the contexts where they appear. For example, adjectives such as bozorg (big) and sangin (heavy) can denote both the physical properties of people and things, and the personality features of people. This is why we can divide adjectives into inherent and non-inherent ones, although some are used both inherently and non-inherently.
The syntactic and semantic tests used in this research revealed that semantic considerations do play a part in determining the linguistic forms, thereby confirming the RRG's main claim regarding the interface or association among different components of language including syntax, semantics and pragmatics. This study also showed that the stativity/non-stativity dichotomy is by no means limited to the verb category; rather, it can be extended to adjective predicates as well. Whether other types of predicates such as nouns and adverbs can also be classified as stative or non-stative can be good topics for future research. This study also showed that some adjectives could be interpreted as either stative or non-stative, depending on the linguistic and situational contexts where they appear. This finding confirms the RRG's claim as to the effective role of contextual or pragmatic features in determining the linguistic forms.

Teaching the “verb” is very important in learning the grammatical and semantic structure of any language. In Halliday’s functional grammar, verb is considered as “process” under the transitivity system. From the viewpoint of this system, verb has the ability to represent the experience in language; therefore, it is considered in the format of experiential metafunction. Process, event, being and not-being, feeling, and action are issues which appear in form of verb phrases. By considering the types and frequency of processes in educational texts, one can identify their approaches to the transfer of experiential concepts of the language and the diversification or non-diversification of processes and the educational outputs of these processes. The main purpose of this article was to explore the frequency of process types and investigate the embedding of those processes into educational approaches in three intermediate books titled “Let’s learn Persian”, “Modern instruction of Persian language”, and “Persian language”. Hence, the processes which appeared in the texts of these books and their types were specified in an analytical-statistical method. The results showed that in the three considered books, relational process has more frequency than the other processes. Since a wide range of sentences are made by relational process in the language, its significant frequency in elementary language teaching materials is educationally justified. However, the books considered in this paper related to the intermediate level. Furthermore, behavioral and material processes which represent most of the human’s life experiences are of average frequency in these books and for the learning and retention of these processes, the writers have resorted more to semantic variables such as partial or complete repetition, synonymy, collocation, and antonymy.

Studying literary texts from linguistic aspects, such as ideational function is one of the new research approaches which improves better and deeper understanding of hidden layers of texts. This research aims to study and analyze the ideational function of two collection of poems from contemporary poets, Pooneh Nikooy and Majid Sa’d Abadi deals with Holly Defense. The first collection is “Green Pomegranate, Red Olive” from Pooneh Nikooy and the second is “a Soldier with Snowy Bullet” from Majid Sa’d Abadi. The method is correlative-analytical and describe the variety of process, Participants and Peripheral elements which both poets pay attention to. Research findings show that Nikooy has used 683 process and Sa’d Abadi 537 ones in their poems, most of them are physical. Peripheral elements such as time and space, casualty, amount and its logic are exists in poems of both poets and the most deals with space, time and the way process happen.

Verbs syntactic and semantic behavior in Persian language have been studied by grammarians and linguists. In this article, dividing verbs into two groups of simple and phrasal, the transitivity continuum in Persian phrasal verbs is studied. Therefore, after collecting a number of verbs used in everyday speech, containing of verbal constituents ‘kardan’ ‘to do’, ‘zadan’ ‘to beat’ and ‘goftan’ ‘to say’, and classifying them based on Halliday's transitivity system, the transitivity continuum, considering the verbs transitivity structure, is analyzed through 20 sentences. Thus, further transitivity changes in transitive or even intransitive phrasal verbs indicate that the transitivity structure of these verbs form a continuum. Also, the phrasal verbs are along a semantic continuum, that is, some verbal constituents in given verbs are closer to lexicalization and some to grammaticalization. Representation of processes continuum is a further subject in this project as well.

This study aims at investigating the structure of the written discourse of mentally retarded students at prevocational level, according to MLU, different types of processes, and themes. The theoretical framework of the study is the experiential and textual meta-functions introduced in Systematic Functional Grammar. The informants are 120 mentally retarded students in Tehran, who have been chosen through a stratified random sampling. A test including 4 picture stories was administered, and as a result 120 writing samples including 1110 clauses were collected. The number of clauses increases as the grades increase. MLU in first, second and third grades of prevocational level, is reported to be 4.33, 4.79 and 4.66. The distribution of different processes and different themes are as follows: material (56%), behavioral (13%), relational (10%), verbal and mental (9%), and existential (less than 1%). Subject theme (43%), Null Subject theme(30%), textual theme(23%), circumstantial theme(2%) , and other types less than 2%. The frequency of material, relational and verbal decreases as the grade increases while for mental and behavioral, increase in frequency is observed. In the second grade, the highest MLU and textual theme frequency is reported. Complex theme is observed in about 30 percent of clauses.

Pain is a phenomenon experienced more or less by all people during their lives. Since sufferers usually use language as the most important human communication tool to inform others about their pains، sentences describing pain and studying them linguistically may reveal some points. In this paper، after a short introduction to the subject and reviewing the literature، we take one of the systematic methods for analyzing the language of pain presented by M. K. Halliday as the basis of our analysis. In this approach، pain is expressedthrough a process، a noun phrase or an adjective phrase. Then، the data comprised of conversations between a doctor and 80 patients in Mashhad will be analyzed according to Halliday’s method. The analysis shows that some of the introduced processes have not been used by the Persian speaking patients to describe their pains; moreover، an additional form for pain description is observed in the data، namely pain description using an adverb phrase.