SFL was initially designed as a theoretical approach toward the study of language by Michael Halliday. Therefore, in the area of ELT, SFL allows a very useful look and insight for teaching languages. While other approaches consider language to be either rules or structures isolated, SFL postulates that the central and initial position belongs to language understood as a system of making meaning. This has deeply transformative implications for teaching English, especially in classrooms where students take on different communicative contexts. The article tries to reveal the solid role of SFL in English teaching practices.
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