Jul. 2006, Volume 3, No.7 (Serial No.

31)

Sino-US English Teaching, ISSN1539-8072,US A

Application of Conjunction in English Teaching

Jian Yang* Harbin Engineering University
Abstract: This paper discusses the application of conjunction in English teaching. Conjunction, which is in
the framework of Systematic Functional Grammar, can be specifically applied in English reading and writing to
help studentsbetter grasp of English. It is beneficial for English teachers to teach some English linguistic
knowledge to students in language teaching.
Key words: Systematic Functional Grammar conjunction
English teaching

1. Theory Introduction
Systemic Functional Linguistics is one of the most important contemporary western linguistics. Among it,
Systematic Functional Grammar proposed by M.A.K. Halliday has the most overall and systematic opinions, and
thus it is generally regarded as the most authoritative and representative. Language is the result of social activities
and serves various functions in human communication. Halliday classifies these functions into three
metafunctions: ideational function, interpersonal function and textual function. Textual function is mainly
embodied by theme-rheme structure, information structure, voice and cohesion. Cohesion is a kind of semantic
relationship between discourse components. According to Hallidays classification, cohesion includes structural
cohesion and non-structural cohesion. Structural cohesion involves transitivity, mood, theme-rheme structure,
information structure, parallel structure, tense and aspect. Non-structural cohesion refers to lexico-grammatical
cohesion. Grammatical cohesion includes reference, substitution, ellipsis, conjunction and lexical cohesion
includes collocation and reiteration. Here non-structural and structural cohesion make up a complete cohesive
system network of discourse.
Since its establishment, Systematic Functional Grammar has had great influence in language teaching,
especially English teaching. Halliday personally puts much emphasis on language learning and teaching. He even
thinks the original intention of establishing Systematic Functional Grammar is for the use of education (Halliday
& Hasan, 1976). Hu Zhuanglin holds the point that discourse analysis based on textual function can take great
effect in the following parts of English teaching: reading, writing, translating grammar, etc (Hu, 2001). In the
following part, the author will mainly discuss the application of conjunction in English teaching.

2. Definition and Classification of Conjunction

Conjunction in discourse specific ally refers to the conjunctive relation between adjacent sentences or
sentence groups. Conjunction is also named logical connector (Huang, 1988), a relatively complex type in
cohesive devices. Conjunction is different from reference, substitution and ellipsis and can not make readers
associate the entity, behavior and situation appearing in the previous discourse. Since conjunction marks a type of
*

Jian Yang (1974- ), male, M .A., lecturer of the Foreign Languages Department, Harbin Engineering University; Research fields:
English literature, English linguistics, English teaching & research; Address: Foreign Languages Department, Harbin Engineering
University, Harbin, Heilongjiang Province, P.R.China; Postcode: 150001.
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Application of Conjunction in English Teaching

relation that a text could only be totally understood by referring to other parts of the discourse, it is a kind of
cohesion. People may understand the semantic relation between sentences through using conjunctive elements.
Thus, the conjunctive elements include not only the conjunction in syntactic grammar but also the adverbials
reflected by the adverbs or preposition phrases which have conjunctive meaning, such as later, similarly, in
this respect, etc.
Halliday and Hasan regard conjunction as the semantic relation in its cohesive function(1976: 76). They
have explained four types of conjunction: (1) additive, including and, furthermore, in addition, etc; (2)
adversative, including but, on the other hand, however, etc; (3) causal, including because, so, for this
reason, etc; (4) temporal, including next, formerly, in the end, etc. Halliday (1985) further classified
conjunction into three more abstract types: elaboration, extention and enhancement. The three types can be further
classified. Elaboration includes apposition like in other words and clarification like or rather. Extention
includes addition and variation like alternatively. Enhancement includes spatio-temporal like there,
previously and causal-conditional like consequentlyand in that case.

3. Conjunction for Reading

Clearly, the task of finding the markers of cohesion is a part of good reading generally, even in the native
language. But there is more to the task than to the basic native reading ability and speed. The non-natives were not
attuned to recognizing the conjunctive words, where the nativesresponse would suggest that these words played a
significant role in their understanding of the passage. Look at the examples in Kennedys speech when elected as
President of America (Shi, 1987):
(1) a. For we dare not meet a powerful challenge at odds and split us asunder.
b. And let every other power know that this hemisphere intends to remain the master of its own house.
c. but knowing that here on earth, God
s work must truly be our own.
The above three conjunctive words have their different functions:
for indicates cause;
and means
continuity of the authors meaning; but expresses the change of the author
s meaning and emphasizes the latter
sentence. As non-natives, our students should be assisted to perceive the various specific functions of conjunctive
items, so they can link up different parts of a text, grasping the real intention of the author to obtain profound
comprehension of the text.
A text has a series of conjunctive items that tie the ideas together. A wise reader looks for these conjunctive
items to aid in the reading process. Unskilled readers miss them and may well come away with a series of
disparate ideas without any links between them. Some non-native readers, for example, seem to skip over what
may well be critical conjuncts like unlessor thus, consequently arriving at interpretations of the text that are
inaccurate. After getting a thorough understanding of conjunctive items, students will be able to use them to help
understand different texts and link different ideas in the text to form a whole cohesive theme. So in the teaching,
the teaching should systematize the use of conjunctive items and introduce them to students. In this way students
can improve both their comprehension and reading speed simultaneously. The following example can further
illustrate the significance of conjunctive items in reading comprehension:
(2) In an instant I was at his side, but our combined strength was not enough to raise one side of the turtle
from the sand. All the time we struggled to turn her, she was plying her flippers desperately, sending showers of
sand over us and moving rapidly toward the sea, only a few yards distant. Her strength was prodigious; she must

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Application of Conjunction in English Teaching

have weighed not less than four hundred pounds. Seeing the impossibility of turning her, we gave up the attempt
and seized a hind flipper each, holding back with all our might. But she had reached the damp sand by now, where
her powerful flippers could obtain a hold and in spite of our utmost exertions she dragged us, little by little, into
the sea. Through the shallows she went, while our grips weakened; then suddenly, as she plunged into deep water,
we were forced to let go. (Cohen, 1990: 123)
The italic words and phrases in the above paragraph are all conjunctive items. They clearly indicate what
relationships are shown in the passage, and from these relationships we can see that this passage is written
according to time sequence, and the sequence of actions will appear in our mind like a film --- as we well
understand it.

4. Conjunction for Writing

As conjunctive items play an important role in reading comprehension, we should pay enough attention to
their use in the creation of texts. In order to apply them better to the writing, students should know clearly their
functions in the creation of texts. The author has made an experiment in two English classes. In the first class,
students have not systematically learnt the knowledge of conjunction. In the second class, students have been
given some instructions about conjunction. The author assigned both classes to do the following exercise: choose
the conjunctive words or phrases that best show the relationship between the sentences in each group from the
choices given in parentheses. (Note: All of the words or phrases in this practice are sentence connectors. This is to
give students more practice in using conjuncts correctly in their writing.)
(3) a. A recent article in Era magazine suggested ways to reduce inflation. The article suggested that the
president reduce the federal budget; ______, it suggested that the government reduce federal, state and local taxes.
(however, in contrast, furthermore )
b. The same article said that the causes of inflation were easy to find______ the cure for inflation was not
so easy to prescribe. (however, for example, therefore )
c. Era also suggested that rising wages were one of the primary causes of inflation______ the government
should take action to control wages. (however, therefore, for example )
(Liang, 1999: 107)
After the students finished the exercises, 30% of the students in the first class got the right answers
(furthermore, however, therefore) while 80% of the students in the second class got the right answers. Although
the experiment is not operated on a large scale and is not completely scientific, it at least partially proves that the
knowledge about conjunction is beneficial for students to create cohesive texts consciously in their writing. With
the knowledge and with more exercises under the guidance of teachers, students can create better texts with the
help of conjunction. In teaching practice, the absence or inappropriate use of conjuncts is very common in
studentswriting: sometimes, a paragraph may possess inherent continuity, yet does not immediately seem clear to
the reader because of the absence of conjuncts; Sometimes, the reader may be confused and have difficulty in
following the flow of information because of the misuse of conjuncts, which tends to reduce the coherence of
studentscompositions, etc.
Studentsfailure to use conjuncts appropriately can be attributed to two reasons. One is that students do not
understand the semantic relationship that a particular conjunct expresses, such as classification, comparison and
consequence. The other reason is the interference of their mother tongue. The following composition of a student
can serve to illustrate the problems that students have in using conjuncts in compositions.

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Application of Conjunction in English Teaching

(4) a. Original version:

To study hard, one should set up a schedule to study, without interfering with his work or sleep. To do this,
one could write down his work hours and his class hours and the time that should be used for study. Therefore, one
should study in a quiet place where there is no one to distract his attention from his study. However, I would
suggest that if one studies at home, he would do so in a quiet room without the TV or the radio on. If one chooses
to study at school, he should avoid being around friends.
b. Revised version:
To study hard, one should set up a schedule to study, without interfering with his work or sleep. To do this,
one could write down his work hours and his class hours and the time that should be used for study. Furthermore,
one should study in a quiet place where there is no one to distract his attention from his study. Specifically, I
would suggest that if one studies at home, he would do so in a quiet room without the TV or the radio on. If one
chooses to study at school, he should avoid being around friends.
In the original passage, thereforeand howeverare misleading because the writer fails to add the result
and contrast these conjunctive signals. After the teachers instruction about conjunction, the student revised the
composition by the substitution of
furthermore and
specifically respectively. Since the writer has added
another point and two examples to illustrate it, the composition appears more cohesive.

5. Conclusion
From the above discussion, we can see the linguistic knowledge of conjunction can benefit students a lot in
their English study. Other components of Systematic Functional Grammar have the same functions in English
teaching. English teachers can at times teach some linguistic knowledge about textual function or Systematic
Functional Grammar to their students in order to help English teaching. Further research in this field is still
needed and expected with joint efforts of English teachers and experts.
References:
1. Cohen, Andrew D.. Language Learning. Newbury House Publishers. 1990.
2. Halliday, M.A.K.. An Introduction to Functional Grammar. London: Longm an. 1994.
3. Halliday, M.A.K. & Ruqaiya Hasan. Cohesion in English. London: Longman. 1976.
4.
5.
6.
7.
8.
9.

. . . 1994.
. . . 2001(1).
. . . 1988.
. . . 1999.
. . . 1999.
. . 1987.

(Edited by Doris, Jessica and Nizee)

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