Functional Sentence Perspective(FSP) Functional Sentence Perspective(FSP)is a theory of linguistic analysis which refers to an ysis of utterances (or texts) in terms of the information they contain. The principle is that the of each utterance part is evaluated for its semantic contribution to the whole 1)Theme and rh Some Czech linguists believe that a sentence contains a point of departure and a goal of discourse. The point of departure is equally present to the speaker and to the hearer- it is the ground on which they meet and is called the ThEME. The goal of discourse presents the very information that is to be imparted to the hearer, and is called the RHEME. It is believed that the movement from the theme to the rheme reveals the movement of the mind itself. 2)The known information and the new information Language may use different syntactic structures, but the order of ideas remains basically the same. Based on these observations, the notion of Functional Sentence Perspective(FSP)was created to describe how information is distributed in sentences The known information refers to information that is not new to the reader or hearer. the new information is what is to be transmitted to the reader or hearer. The Subject-Predicate distinction is not always the same as the Theme-Rheme contrast 3. Communicative Dynamism(CD) O In research into the relation between structure and function, J. Firbas developed the notion of COMMUNICATIVE DYNAMISM(CD), based on the fact that linguistic communication is not a static phenomenon, but a dynamic one. CD is meant to measure the amount of information an element camies in a sentence the degree of cd is the effect contributed y a linguistic element, for it"pushes the communication forward 2 Basically, the semantic contents and relations contribute to the degree of Cd and they are not directly related to the positions the elements occupy within the linear arrangement BFirbas defined FSP as"the distribution of various degrees of CD F. The london school The London School, championed by J. R. Firth, has exerted profound influence on Halliday's theory of SFL. 1. Firth regarded language as a social process, as a means of social life, rather than simply as a set of agreed-upon semiotics and signs. He also held that language is a means of doing things and of making others do things. It is a means of acting and living 2. Firth saw language as something both inborn and acquired. Thus he insisted that the object of linguistic study is language in actual use. And from his ideas about the goal and method of linguistic study, we can see that Firth attempted to integrate linguistic studies with sociological studies 3. Firth held that meaning is use, thus defini element at any level and its context on that level. According to his theorising, the meaning of any sentence consists of five parts, and there are five levels of analysis: phonolog exical and semantic, morphological, syntactic, and context of situation 4. Firth's own study also focused on the context of situation. He defined the context of on as including the entire cultural setting of speech and the personal history of the participants. He used the notion of"typical context of situation". He put forward the idea that in analyzing a typical context of situation, one has to take into consideration both the13 Functional Sentence Perspective (FSP) Functional Sentence Perspective (FSP) is a theory of linguistic analysis which refers to an analysis of utterances (or texts) in terms of the information they contain. The principle is that the role of each utterance part is evaluated for its semantic contribution to the whole. 1) Theme and Rheme: Some Czech linguists believe that a sentence contains a point of departure and a goal of discourse. The point of departure is equally present to the speaker and to the hearer- it is the ground on which they meet and is called the THEME. The goal of discourse presents the very information that is to be imparted to the hearer, and is called the RHEME. It is believed that the movement from the Theme to the Rheme reveals the movement of the mind itself. 2) The known information and the new information: Language may use different syntactic structures, but the order of ideas remains basically the same. Based on these observations, the notion of Functional Sentence Perspective (FSP) was created to describe how information is distributed in sentences. The known information refers to information that is not new to the reader or hearer. The new information is what is to be transmitted to the reader or hearer. The Subject-Predicate distinction is not always the same as the Theme-Rheme contrast. 3. Communicative Dynamism (CD): ① In research into the relation between structure and function, J. Firbas developed the notion of COMMUNICATIVE DYNAMISM (CD), based on the fact that linguistic communication is not a static phenomenon, but a dynamic one. CD is meant to measure the amount of information an element carries in a sentence. The degree of CD is the effect contributed by a linguistic element, for it “pushes the communication forward”. ② Basically, the semantic contents and relations contribute to the degree of CD and they are not directly related to the positions the elements occupy within the linear arrangement. ③Firbas defined FSP as “the distribution of various degrees of CD”. F. The London School The London School, championed by J. R. Firth, has exerted profound influence on Halliday’s theory of SFL. 1. Firth regarded language as a social process, as a means of social life, rather than simply as a set of agreed-upon semiotics and signs. He also held that language is a means of doing things and of making others do things. It is a means of acting and living. 2. Firth saw language as something both inborn and acquired. Thus he insisted that the object of linguistic study is language in actual use. And from his ideas about the goal and method of linguistic study, we can see that Firth attempted to integrate linguistic studies with sociological studies. 3. Firth held that meaning is use, thus defining meaning as the relationship between an element at any level and its context on that level. According to his theorising, the meaning of any sentence consists of five parts, and there are five levels of analysis: phonological, lexical and semantic, morphological, syntactic, and context of situation. 4. Firth’s own study also focused on the context of situation. He defined the context of situation as including the entire cultural setting of speech and the personal history of the participants. He used the notion of “typical context of situation”. He put forward the idea that in analyzing a typical context of situation, one has to take into consideration both the