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1 Introduction

1.1 Background of the Study
The traditional Advanced English teaching is mainly dominated by teachers who finishthe teaching task by explaining the language points in the text，focusing on explanation ofwords and phrases, the structural arrangement, the theme of a text and the rhetorical devices.Teachers continue to follow the traditional English teaching methods and students repeat thetraditional English learning methods, focusing on grammar, words，phrases and sentences.Students are bewildered by this course because it is harder for them to deal with more newwords，more difficult structures and longer texts and students do not know how to leam thiscourse well. This kind of teaching and learning method cannot meet the current teachingobjective of senior English curriculum. This kind of teaching mode, which highlights theknowledge dissemination，despises students' ability development and neglects the training ofstudents' ability of comprehensive analysis and process of the knowledge output, will lead tothe low interaction between teachers and students and students' lack of interest in classroomlearning. Therefore, it is necessary to closely examine the teaching objective of senior Englishcourse.Advanced English is a required course for senior English majors，and its purpose is tofurther students' comprehensive English skill，especially their deep-level readingcomprehension ability, rhetoric recognition ability，translation and writing ability. In teaching，by guiding students in their reading and analyzing materials of different themes and genres，teachers try to enhance students' ability of analyzing text structure and appreciating the writingstyle，to strengthen students' accumulation of cultural knowledge and language and to improvestudents' English language skills.
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1.2 Purpose of the Study
This thesis attempts to apply Halliday's Systemic Functional Grammar to analyzing thetexts in Advanced English textbooks from the perspective of ideational function, interpersonalfimction and textual function, in the hope of applying Systemic Functional Grammar as apedagogic theory in Advanced English teaching, verifying the practicality and operability ofSystemic Functional Grammar in Advanced English teaching and confirming that the theory ofmetafimction in Systemic Functional Linguistics is very useful in Advanced English teaching.If the teachers can make appropriate use of the theory of metafimction to guide the Englishteaching practice, they can not only fully explain the language problems which are difficult toexplain in traditional grammar, but also make the students realize that the language learningprocess is not just the process of learning the rules of grammar, but a selection andsocialization process, which can effectively dig students' potential to use language, stimulate students' creative use of language and improve students' ability to appreciate language.
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2 Literature Review

2.1 Halliday's Systemic Functional Grammar
As the founder of Systemic Functional Grammar, Halliday has written and published alarge number of papers and works to introduce his linguistic theoiy，such as Learning How toMeaning: Explorations in the Development of Language (1975), System and Function inLanguage (1976), Language as 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。