Pedagogical grammar as the framework of TEFL research. Part 18. Functional linguistic models and pedagogical grammar

The paper continues discussing the potential of various linguistic grammar (LG) theories, which the author began to analyse in the previous article in the series. The present paper is devoted to a general assessment of the functional approachesʼ relevance. Such an assessment is based on the opinion that the pedagogical potential of the functional models of the 1970s, in particular M. Hallidayʼs theory, has been underestimated. The author shares the opinion of other researchers who believe that functional models are of special interest because, unlike traditional grammar, they study not only the surface structure of language, but also its relation to communication. Data on this relationship are important for the development of language skills in communicatively significant situations. Based on the functionalist view that the structure of language reflects the functions it is intended to perform as a means of communication, the author analyses the empirical, interpersonal and textual functions proposed by M. Halliday. On the basis of this analysis, the pedagogical potential of the information provided by the textual function of this model is demonstrated using the example of teaching the use of English passive structures. The article also highlights the value of research into the functional perspective of the sentence for pedagogical purposes. Starting from the assumption that the value of a particular linguistic theory for foreign language teaching depends on its proximity to the PRAXIS point in the model proposed by Titone, the author concludes that functional theories are probably closer to it than structural and transformational ones, but stresses the need for targeted experimental studies. Concluding the analysis of the prospects of using functional grammar data for foreign language teaching, especially for the development of foreign language grammar skills, the author suggests that, at the present stage of linguistics as a science, it is likely that traditional grammar will continue to play an important role in such teaching, while pedagogical grammar will remain eclectic.