An Analysis of Pygmalion and Educating Rita: A Systemic Functional Grammar Approach

Abstract

This study applies Halliday’s systemic functional grammar to some excerpts from Pygmalion and Educating Rita in order to clarify how language functions in these texts. This takes place through applying the Transitivity System on clauses used by Shaw and Russell to construct the language of Eliza and Rita, showing their low class illiterate status, their continuum of development, and their transformation into refined young ladies among the upper class representatives of London so that they are able to talk and behave as young refined ladies. Moreover, the chosen clause are analysed according to Taxis and Logico-semantic relations, which is the degree of Interdependency between clauses. To what extent Shaw and Russell succeeded in creating the identity of their heroines through structuring the language and its usage in their plays, is the main investigation of this research. Key words: Systemic Functional Grammar, Transitivity System, Process Types, Taxis, Clause Simplex, Clause Complex, Logico-semantic relations.