Teaching English Narrative through Halliday’s Meta-functions at the Intermediate Level

Yasmin Akhtar; Saima Umer; Abdul Hafeez

doi:10.63056/

Authors

Yasmin Akhtar Lecturer, Department of English, Fatima Jinnah Women University, Rawalpindi Author
Saima Umer Lecturer, Department of English, National University of Modern Languages (NUML), Islamabad Author
Abdul Hafeez Assistant Professor, Department of English, Islamabad Model College for Boys, I-10/1, Islamabad Author

DOI:

https://doi.org/10.63056/

Keywords:

Functional Linguistics, Systemic Functional Grammar, Bloom’s Taxonomy of Learning Domains, Halliday’s Metafunctional

Abstract

The quest to explore the dynamic nature of pedagogy has always proven to be a pragmatically influential realm of inquiry. Thinkers, in an attempt to understand its complex essence, have discovered new pathways in this regard, giving rise to myriad propositions, hypotheses, and theories. The research under observation, following the qualitative mode of inquiry, seeks to incorporate the contemporary approach of Systemic Functional Grammar for teaching English narrative. The course book selected for this purpose pertains to the intermediate level and is entitled English Book 1 for Intermediate Classes: Short Stories by the Punjab Textbook Board, Lahore. It is hoped that the application of the aforementioned contemporary approach will not only inform students about the nature of a relatively new syntactic domain but also provide them with an opportunity to apply it in a classroom context.