Ideational Metafunction in the Grade 11 English Textbook: A Systemic Functional Linguistic Perspective

Abstract

The present study explores the representation of the ideational metafunction in the Grade 11 English textbook used in Pakistani institutions. It is based on Halliday's (1994) theoretical framework, which examines how language is used to construct experiential meanings in selected sections of the textbook. The study employs a qualitative research design to identify different process types, including material, mental, and relational processes, as well as the participants and circumstances associated with them. The data is taken from the selected lessons from the Grade 11 English textbook. The detailed textual analysis is done to identify the major types of meaning representation and how actions, thoughts, and experiences are expressed in language in the textbook. The significance of this study lies in its attempt to demonstrate the use of language in textbooks in an educational context and to emphasize the importance of meaning-making through language in second language learning. The findings of the study provide insight for teachers, curriculum designers, and researchers who are interested in exploring how textbooks are analyzed and evaluated in terms of discourse. Furthermore, the study contributes to the literature in Applied Linguistics about the different types of experience that constitute the meaning of educational discourse.