37 58 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) TAOFEEK O. DALAMU7 DOI: 10.15290/CR.2022.38.3.04 Anchor University, Lagos, Nigeria http://orcid.org/0000-0002-5494-4854 KE YANG Nanjing Xiaozhuang University, Nanjing, China PR http://orcid.org/0000-0001-7357-2454 Advertising linguistic framework: An instrument for teaching grammar in EFL university classrooms Abstract. This study explored the employment of advertising texts as tools for teaching grammar to for- eign learners of English, as their constituent organisation is assumed to enhance the understanding of some grammatical details. Ten advertisements of beverages, banks, telecommunications, condiments, cream, and soap served as the research material. After the application of the grammar of interaction to the communicative components, the tables and graphs functioned to calibrate the grammatical mnemonics and semantic resources of the clauses. This study analysed the use of orthographic clauses, Six Countries, Six Voices, and One Song; alphanumeric clauses, Dial *966*911# to stop debit transactions on your account; and compounding, DataPlus, Smartphone as qualities of advertising. One also observed novel constructions such as EazyBanking and Souper; acronyms, as in UBA United Bank for Africa; and hash-tag as in #EachForE- qual, as well as the deployment of interspersed and splintered grammatical entities such as Starting from 17:59, Olympic Gold Medalist, Cheers to those who came before us and Pledge to drink right. The authors suggest that applications of the textual devices characteristic of advertising in the university classroom might en- courage learners to practise the grammar of English. Keywords: advertising, grammar, interaction, mood, teaching. 7 Corresponding author: Department of English and Literary Studies, Anchor University, Ayobo, Lagos, Nigeria. Email: tdalamu@aul.edu.ng http://orcid.org/0000-0002-5494-4854 http://orcid.org/0000-0001-7357-2454 59 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 1. Introduction The goal of advertising is a factor that shapes communication between advertisers and their audience. Domains of advertising such as politics, entertainment, films, cosmet- ics, and fast moving consumer goods impel publicists to construct frameworks that have the prowess to motivate the target audience to consumption. Different modes operate in this pleading inventiveness. In respect to that, the discourse of advertising plays signifi- cant roles in the business of persuasion. One might also note that language is a key element of advertising, assisting in unravelling the information of the entire frame- work. Language, in this quest, pinpoints sentential constructions in different facets of simple and complex forms. When one mentions the concepts of discourse and sentence, it also becomes signifi- cant to also refer to grammar. This is because in discourse and sentence styles, the matter of grammar is sacrosanct. Perhaps one might say that grammar is the axiomatic principle entwined around discourse and sentence (Williams 2005). It appears unarguable that without grammar there will be no discourse, even of images (Kress & van Leeuwen 2021). In a simple term, grammar represents the heartbeat of discourse (Haussamen 2000). As a golden rule, the persistent manner in which advertisers frame grammar to sensi- tise the target audience stimulates the consideration of advertising as a viable tool of acquiring English grammatical details. Advertising is a channel of conveying messages to viewers in the atmosphere of pleasantness. Such an objective tends to influence adver- tising specialists to source for communicative materials that can, in no time, inspire the audience to buy the advertised products. Manufacturers, having considered advertising as an apparatus of economic growth, bloom advertisements (henceforth: ads) every- where to dominate human affairs. In that spirit, grammar functions as an instrument of creativity, sometimes also engaging advertisers in serious intellectual exercises. These instances rest on the competition in the market and the intention of conviction. For the sole aim of consumer satisfaction, the employment of specific grammatical construc- tions creates a positive relationship between the product and the consumer. This study defines grammar as the collection of language mechanisms which eluci- dates the structures of the sentence (Sledd 1996; Fromkin et al. 2003). In other words, grammar depicts all elements of the sentence, observed through some guiding princi- ples. Consequently, the fundamental grammatical rules assist interactants to generate adequately-appropriate meaning potential from interactions. That standpoint motivates Halliday and Matthiessen (2014: 10) to consider grammar as a: System, enabling us to show grammar as a meaning-working resource and to describe the grammatical categories by reference to what they mean. This perspective is essential if the analysis of grammar is to be an insightful mode of entry to the study of discourse. 60 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Meaning-making is germane in employing grammatical elements. One might argue that meaning-making compels the featuring of text in advertising. Following Halliday and Matthiessens̓ (2014) account, the taxonomical appreciation of grammatical devices could only be a discernment in evaluating the discourse of an event, if such classifica- tion disseminates meaning as its end product. In that regard, ads in their variegated propagations are embodiments of texts with grammatical features. As these devices are used specifically for persuasion, one is convinced that the constituents will be distinc- tive. It is in this sense that this study has considered the elements of the grammar of advertising as worthwhile instruments of teaching in university classrooms. The scale of teaching English at universities is phenomenal (Rodríguez & Larrea-Es- pinar 2019). This is owing to the hegemony of English and the inevitable-cum-leading roles that the language plays across the global world in telecommunications, sports, aviation, film, science and technology, and world organisations. There are no doubts that perspectives of teaching English are enormous (Fry et al. 2009; Moreno Rubio 2009; Ko et al. 2014). Thus, among other studies, Bušljeta (2013) and Silva (2017) discuss audio- visual-cum-auditory materials and oral influences in phrases; while Martínez and De Zarobe (2017), and Liendo and Massi (2017) explore the metacognitive reading strategy and a didactic academic literacy, genre and competence models for EFL candidates. As George and Salgado-Robles (2018) and Kapranov (2018) consider teachersʼ beliefs and attitudes, and studentsʼ awareness of grammatical forms; so also Liddicoat (2019) and Alcaraz-Mármol (2019) examine intercultural appreciation and oral skill linguistic medi- tation as good teaching strategies. The proposals of Aliasin and Abbasi (2020) and Cancino (2020) focus on metacognitive emotional intelligence as well as language elicit- ing as modalities of enhancing EFL learnersʼ participation. The present study contributes to the existing research by identifying the utilisation of grammatical structures in advertising texts. This investigation thus pinpoints the random selection of English grammatical components communicated to make up persuasive clauses. The authors have employed Halliday and Matthiessens̓ (2014) account of grammar of interaction to elucidate the linguistic structures. The theoretical modelling has assisted in indicating and describing the configured fragmented and full- fledged clauses used in advertising. Such behaviour, in the researchersʼ point of view, might support students in learning the nitty-gritty of English grammar. 2. Literature review 2.1. Utility of grammar English has become a global communication device, so the understanding and analysis of English grammar are of the utmost importance. The interpretation of its inherent systematicity, in Kleins̓ (1986) and Schulze s̓ (1998) opinion, is what is known as the 61 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) grammar of English. For the fact that grammar is a system of wording of language, and there are many languages of diverse systems in the world, one must expect numerous perspectives on the concept of grammar. For a reason of subjectivity, Greenbaum (1996: 25) argues that the perspective of a theorist determines a definition of grammar, as a theory explains the elements of a language. Moreover, Hartwell (1985) and Simpson Weiner (1992) describe grammar as the formal structures of a language, a linguistic facility, and a subject studied in schools. As Huddleston (1995) explains, grammar is a notion of representing the form, content and meaning of clauses, extending grammar as a channel to understand subfields of sentences. According to Celce-Murcia and Larson-Freeman (1999), grammar is an appara- tus that accounts for structural constituents of a language in a contextual situation. Quirk et al. (2004) locate grammar in the domain of the classroom subject exploring speakersʼ meaning potential. Greenbaum and Nelson (2002) earlier limit grammar to penetrating rules guiding the formation and organisation of sentences. Significantly, Kolln et al.̓s (2015) theorisation of grammar bears some burden of grammatical description as being a cognitive system of rules, formal descriptive rules and linguistic device with social impli- cations. Figure 1 illustrates the nature of the linguistic entity called grammar. Figure 1. English language communicative framework Figure 1 positions grammar at the centre of the linguistic framework. By implication, grammar dictates the operational space of other levels of linguistic applications. In other words, other linguistic concepts tap resourceful currency from grammar in order to exist in their various descriptions. One might recapitulate that grammar can be understood as: • an arm of linguistics, indicating a system of wordings (Halliday & Matthiessen 2014); • an element of operational analysis, containing functional elements, with meaning potential (Thompson 2014); • indicating the style of writing, entwined in cohesion in order to demonstrate aesthetics (Carter & Nash 2013); 62 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) • revealing regional dialects and varieties of English as well as deviant interferences (Yule 2020); • showing user s̓ breadth of knowledge in terms of the mechanics application and formality observations (Crystal 2003). The important functions that grammar performs in communicative exercises inform theorisations of its contents (Mulroy 2003). One might consider the notions and theories of grammar using the following labels: (i) Traditional grammar; (ii) Structural grammar; (iii) Tagnemic grammar, Transformational grammar and Functional grammar. To the best of the authorsʼ knowledge, traditional grammar and structural grammar are notions; whereas Transformational, Tagnemic, Functional grammars accommodate theoretical facilities. As this study adopts a functional perspective, it is useful to enumerate the following functional theories: Generative Functionalism (Prince 1991), Dik s̓ Functional Grammar (Dik 1997), and Role and Reference Grammar (Van Valin & LaPolla 2002). Other kinds are Systemic Functional Grammar (Butler 2003; Fawcett 2000), West Coast Functionalism (Givon 2001), and Cognitive Grammar (Fawcett 1980; Langacker 1987). Because the domain of interest of the authors is an aspect of Systemic Functional Linguistics (SFL), known as the grammar of interactions, it is described in more detail in section 2.2. As the advertising case is, creativity has become an inevitable norm, as a mechanism of persuading the target audience to consumption. Such a motive, in Leechs̓ (1966) and Gieszinger s̓ (2001) view, influences advertising practitioners to deploy an advertising style of discourse as direct and indirect constructs. The pungent nature of persuasive clauses informs the deletion of linguistic elements in advertising frameworks, as observable in the findings of Myers (1994) and Dalamu (2018b). In spite of the ellipsis in advertising styles, most of the clauses and sentential systems are in the form of impera- tive terms, as a channel of commanding viewers to patronise goods and services (Brier- ley 2002), leaving consumers seemingly without any alternative option. According to Vestergaard and Schroder (1985), the structure of advertising usually gives preference to nominal groups. That indicates that some verbal elements and groups are uncommon in advertising communications. Dalamu (2018a) considers the prevalence of nominal structures, unavoidable in advertising domains. The findings of Geis (1982) and Cook (2001) notably revolve around the y-adjectives (such as dreamy, gravy, creamy, meaty, and buttery) and splintered constituents (such as secret weapon, your deal facewash, and everywhere you go). Research has also pinpointed further that publi- cists employ creative forms, compounds, alphanumeric codes, and disjunctive substances to convince receivers to consumption of advertised products (Dalamu 2018c, 2021, 2022; Dalamu & Ogunlusi 2020; Hermerén 1999; Ogilvy 2013). 63 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Significantly, putting the highlighted characteristics of advertising together, among other features, under some course units in the undergraduate and postgraduate class- rooms could assist foreign learners of English to have the knowledge of advertising discourse. The advertising professionalsʼ manipulation of grammatical components of English will expose foreign learners to the detailed constituents of English. As this study focuses on the grammatical nature of advertising communications, the authors have employed a combination of quantitative and qualitative insights to expli- cate the meaning potential and its implications in the EFL classrooms, explicable with the following questions. • What kinds of grammatical expressions are obtainable in the ads to fascinate readers to consumption? • Are there implications of advertising grammatical interactions for EFL candidates? • What is the nature of grammatical mnemonics that the publicists employ to persuade readers? • How have the advertisers utilised semantic resources to generate meaning potential in the ads? 2.2. Theoretical framework There are three distinctions encircling Systemic Functional Linguistics (SFL), expressed as Textual, Interpersonal and Ideational Metafunctions (Halliday & Matthiessen 2014). By implication, Textual Metafunction transposed as Theme/Rheme, represents the grammar of organising texts (Bloor & Bloor 2013), while Ideational Metafunction, trans- posed as Transitivity, depicts the grammar of content meaning of interaction (Eggins 2004; Martin & Rose 2013). Interpersonal Metafunction is the grammar of interaction, as the terminology expresses a sort of exchange operational between one speaker or the other (Ravelli 2000; Thompson 2014). The present investigation considers the grammar of interaction as appropriate because of its capacity to explain the individual grammati- cal component of the clause in clear terms. That being said, one might state that the grammar of interaction manifests meaning potential of the clause in three approaches: (i) MOOD – a combination of Subject and Finite; (ii) mood – grammatical structure; and (iii) semantic resourcesʼ system. Mood of the clause, as Bloor and Bloor (2013) exemplify, is an embodiment of Subject and Finite, leaving Predicator, Complement, and Adjunct at the sphere of Residue. In Thompsons̓ (2014) sense, the combination of Mood and Residue generates a mnemonic result of SFPCA within the systemic semiotic slots. The grammatical structure, following Butler s̓ (1985) and Fontaine s̓ (2013) realisations, reveals the clause of English in the form of declarative, imperative, interrogative, and modulated interrogative. Halliday and Matthiessen (2014) deduce that speaker s̓ grammatical structures explicitly crystalise four pieces of meaning potential parameters. As a result, semantic resources locate 64 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) giving goods-&-services (offer), giving information (statement), demanding goods-&-ser- vices (command), and demanding information (question) in the speaker s̓ communica- tive constructs. In retrospect, offer and command are ancillary communicative panaceas; whereas statement and question are constitutive communicative facilities (Thompson 2014). 3. Methodology 3.1. Measurement and research design The images of the analysed ads were collected in Lagos Metropolis, where advertisers place their communications in sensitive domains; the other sites of adsʼ collections are The Punch Newspaper and the Internet. The analysts employed a stratified sampling procedure as a reliable method, adoptable to select suitable ads for analysis (cf. Keyton 2006). The stratified sampling method is a good option because the design allows the authors to quickly make meaningful decisions on the available advertising communica- tions. Besides, the stratified sampling reduces expenses as well as augmenting the accu- racy and speed of the investigation (cf. Patton 2015). As this method permitted the authors, using the concepts of Population, Sample, Strata and Subject, to choose a rela- tively small number of ads from a large group, the researchers divided the total of 30 ads into 10 sub-groups. In respect to that, a Samsung camera WB50F® and hp 2000® laptop were the electronic tools involved in the process. The authors employed the camera to capture some advertising frameworks in the streets and The Punch Newspaper, and used the laptop to download the ads from the Internet. The ads were subsequently adjusted into the required shapes and sizes via the Microsoft Picture Manager®, before being trans- ferred into appropriate places in the paper. 3.2. Procedure Before the final selection of 10 ads as the subject of analysis from the total of 30 ads, the researchers considered the textual organisations, clause patterns, and semantic impli- cations as factors for the 10 choice ads. The 10 ads serve as a mini-corpus for analysis. As shown in Figure 2, the grammar of interaction (cf. Halliday & Matthiessen 2014) assisted in processing the advertising textual configurations. Tables 2 and 3, and Figures 3 and 4 display the outcomes of the systemic analysis, as drawn from Maxwell (2013), and Riffo et al. (2019). Therefore, the theoretical application, shown in Figure 2, and the quantitative expressions, demonstrated in Figures 3 and 4, have facilitated the discus- sion. The analysis further indicates the group structures in term of mnemonics of: P = Predicator; C = Complement; A = Adjunct; F = Finite; Conj. = Conjunction; and S = Subject. These are elements of Below the Clause – groups (Thompson 2014). 65 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 3.3. Data presentation Table 1 displays the textual devices of the 10 ads. The grammatical frameworks are in clauses, as deployed in each ad – either as full clauses, fragmented components, or splintered structures. Table 1. Textual devices in the 10 ads The analysis of the textual elements is presented in Figure 2. Ad Product TextualDevices 1a Sixcountries. 1b Sixvoices. 1c One song. 1d Start strong 1e Finishstrong 1f Its allstarts witha NESCAFÉ 2a Keep yourAccount SAFE with*966# EazyBanking 2b Dial*966*911# to stop debit transactions onyour account 2c ifyour card is lost or account details compromised 2d More details 3a DataPlus 3b airtelTHE SMARTPHONE NETWORK 3c *154*2# 4a UBAUnited Bank forAfrica 4b Today, we celebrate youfor allyoudo everyday 4c HappyFather's Day 5a BIG STOUTFOR N100 5b STARTING FROM 17:59 5c Offer valid for 2 hours onFriday,Aug. 3, 2018 at selected bars. 5d Terms & conditions apply. 5e HappyInternationalBeer Day 5f DRINK RESPONSIBLY 6 Maggi You're a Souper Woman 7a NEW NIVEACARE 100% NOURISHMENT0% GREASINESS 7b Tessa Virtue CanadianIce Dancer Olympic Gold Medalist 8a She adds great taste to allshe does 8b HAPPYINTERNATIONALWOMEN'S DAY 8c #EachForEqual 9a Let your skin tella freshstorywithasepso antebacterialsoap 9b Cleanliness for healthyskin 10a CHEERS to those who CAME BEFORE US 10b PLEDGETO DRINK RIGHTRightAge Right Right Way 10c MUSTBE 18 YEARS OR OLDER 10d ENJOYGUINNESS RESPONSIBLY 10e GUINNESS MADE OF MORE Royco Asepso Guinness NESCAFÉ ZenithBank Airtel UBA Guinness NIVEA 66 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 3.4. Data analysis Figure 2 summarises the analysis of the grammatical structures of the 10 ads. This is where the study has shown the group elements that make up the clauses of the advertis- ing linguistic frameworks. The mnemonics, as illustrated earlier, follow after SFLs̓ insight of groupsʼ identification – below the clause (Halliday & Matthiessen 2014; Thompson 2014). 1a Sixcountries 1b Sixvoices 1c One song 1d Start strong C C C P C 1e Finish strong 1f It all starts witha NESCAFÉ P C S F:Present P:Start A 2a Keep your account SAFE with*966# EazyBanking C P A 2b Dial *966*911# to stop debit transactions onyour account P C A A 2c if your card is lost or details compromised 2d More details A S F P Conj S P C 3a DataPlus 3b airtel THE SMARTPHONE NETWORK 3c *154*2# C S C C 4a UBA United Bank forAfrica S C A 4b Today we celebrate you for allyoudo everyday A S F:Present P:celebrate C A 4c HappyFather's Day Minor Clause 5a BIG STOUT FOR N100 5b STARTING FROM 17:59 C A P A 5c Offer valid for 2 hrs onFridayAug3 2018 at selected bars S C A A A 5d Terms & Conditions apply S F:Present P:apply 67 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Figure 2. Analysis of the grammatical structures of the 10 ads This study further translates the analysis in Figure 2 into Tables 2 and 3, and Figures 3 and 5, pinpointing the outcomes of the grammar of interaction, as Halliday and Matthiessen (2014) have espoused. 4. Results This segment responds to the RQs 1-4 in terms of grammatical expressions, implications to EFL classrooms, nature of grammatical mnemonics, and their semantic resources. 5e HappyInternationalBeer Day 5f DRINK RESPONSIBLY Minor Clause P A 6 You 're a Souper Woman S F C 7a NEW NIVEACARE 100% NOURISHMENT 0% GREASINESS S C C 7b Tessa Virtue CanadianIce Dancer Olympic Gold Medalist S C C 8a She adds great taste to allshe does S F:Present P:add C A 8b HAPPYINTERNATIONALWOMEN'S DAY 8c #EachForEqual Minor Clause C 9a Let your skin tell a freshstory withAsepso antibacterialsoap S P C A 9b Cleanliness for healthyskin C A 10a CHEERS to those who CAME BEFORE US P A 10b PLEDGETO DRINK RIGHT RightAge RightAmount Right Way S C C C 10c MUST BE 18 YEARS OR OLDER F P C 10d ENJOY GUINNESS RESPONSIBLY 10e 10eGUINNESS MADE OF MORE P C A S P A 68 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 4.1. Obtainable grammatical expressions This study reveals a mixture of full clauses (It all starts with NESCAFE) and punctuated clauses NIVEA CARE 100% NOURISHMENT) (AD1 & AD7) in the analysed ads. There are unchecked capitalisations of words such as NESCAFE; BIG STOUT FOR N100; and HAPPY INTERNA- TIONAL WOMEN’S DAY (AD1, AD5 & AD8). One also observes orthographic clauses as in Six Countries (AD1), small capitalisation of lexemes as in One Song (AD 1), and the application of an unnecessary-ungrammatical determiner as in with a NESCAFE (AD1). The right to freedom of expressions (poetic licence) Keep your Account SAFE with *966#, business compounding words, EazyBanking, DataPlus (AD3 & AD4), and wilful replacement of letters in the form of novel constructions such as Eazy instead of Easy and Souper Woman instead of Super Woman (AD2 & AD6) are obvious. As the publicist eliminates Subject and Finite from the clause, airtel THE SMARTPHONE NETWORK (AD 3), there are interspersed structures, BIG STOUT FOR N100 STARTING FROM 17:59 (AD 5), application of symbols, Terms & Conditions (AD5), and removal of logical conjunctive devices, TESSA VIRTUE CANADIAN ICE DANCER OLYMPIC GOLD MEDALIST (AD7). AD4 and AD5 employ Minor Clauses as in HAPPY Father’s Day and Happy Interna- tional Beer Day. Other communicative constructs are: abbreviation of structures, You’re a Souper Woman; employment of the hash tag, #EachForAll; demonstration of a sugges- tive imperative clause with a subject, Let your skin tell a fresh story (AD9); and punctua- tion of a predicate from a command structure, CHEERS to those who CAME BEFORE US (AD10). 4.2. Implications of grammatical interactions Advertising reveals to EFL students the characteristics of the clause system of English, such as the imperative (Dial *966*911to stop debit transaction), declarative (She adds great taste to all she does), disjunctive declarative (Must be 18 years or older), interrogative, and que-declarative. These clauses are not always linear from left to right; some are splin- tered and interspersed. There is creativity with linguistic elements as in *154*2#, appearing as a tree in AD2 as well as learning modalities of clause economy, using one or two words to convey appropriate meaning. Further implications are observable in the boldness of lexemic typology/graphology in fonts to indicate emphasis – SAFE, Father’s Day, and Souper Woman; knowledge of SFL model of realising Finite and Predicator from a single process e.g. celebrate in AD 4; and conversion of time into a particular year, 17:59 to 1759. Significantly, EFL candidates will be introduced to neologisms – Asepso, Royco, airtel, and Maggi, and personification of an inanimate entity, e.g. Let your skin tell a fresh story. 69 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 4.3. Interpersonal mnemonics of SFPCA Table 2 and Figure 3 illustrate the interpersonal mnemonics regarding the constituents of the textual devices of the 10 ads. Table 2. Interpersonal mnemonics of the 10 ads S F P C A 1a 0 0 0 1 0 0 1b 0 0 0 1 0 0 1c 0 0 0 1 0 0 1d 0 0 1 1 0 0 1e 0 0 1 1 0 0 1f 1 1 1 0 1 0 2a 0 0 1 1 1 0 2b 0 0 1 0 2 0 2c 2 1 2 0 1 0 2d 0 0 0 1 0 0 3a 0 0 0 1 0 0 3b 1 0 0 1 0 0 3c 0 0 0 1 0 0 4a 1 0 0 1 1 0 4b 1 1 1 1 2 0 4c 0 0 0 0 0 1 5a 0 0 0 1 1 0 5b 0 0 1 0 1 0 5c 1 0 0 1 3 0 5d 1 1 1 0 0 0 5e 0 0 0 0 0 1 5f 0 0 1 0 1 0 6 1 1 0 1 0 0 7a 1 0 0 2 0 0 7b 1 0 0 2 0 0 8a 1 1 1 1 1 0 8b 0 0 0 0 0 1 8c 0 0 0 1 0 0 9a 1 0 1 1 1 0 9b 0 0 0 1 1 0 10a 0 0 1 0 1 0 10b 0 0 0 3 0 0 10c 0 1 1 1 0 0 10d 0 0 1 1 1 0 10e 1 0 1 0 1 0 Total 14 7 15 28 20 3 Mood Residue InterpersonalMnemonics Clause Minor Clause 70 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) The analysis further interprets Table 2 as Figure 3, below, being the graphical repre- sentation of the computed constituents of the interpersonal mnemonics in the ads. Figure 3. Graphical representation of the interpersonal mnemonics of the 10 ads Apart from the appearance of the minor clause, Figure 3 demonstrates five elements of the interpersonal mnemonics in the form of SFPCA. Complement tends to record the highest point of 28, as seconded by Adjunct of 20 points. Predicator and Subject score 15 points and 14 points respectively. Nevertheless, Finite and Minor Clause are the least, representing seven and three points apart. Obviously, the communicative strengths of the 10 ads rest on Complement-cum-Adjunct and Predicator-cum-Finite. By implication, the issue of grammatical timing is not a concern of the publicists unlike a focus on concrete nominal entities. One might quickly remark that communicators deliberately deploy tangible and palpable grammatical facilities in terms of place, person, thing, and abstract elements to fast-track consumption. 4.4. Semantic resources of offer, statement, command and question Table 3 and Figure 4 illustrate the semantic resources of the 10 ads, as analysed earlier in Figure 2. Interpersonal Mnemonics S F P C A Minor Clause Frequency 14 7 15 28 20 3 0 5 10 15 20 25 30 0 1 2 3 4 5 6 7 Fr eq ue nc y Interpersonal Mnemonics 71 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Table 3. Calibration of the semantic structures of the 10 ads As shown above, Table 3 calibrates the semantic resources of the grammar of interac- tion, regarding the 10 ads. However, the researchers projected Figure 4, being the graph- ical elucidation of the 10 adsʼ meaning potential. GrammaticalStructure Offer Statement Command Question Minor Clause 1a 0 1 0 0 0 1b 0 1 0 0 0 1c 0 1 0 0 0 1d 0 0 1 0 0 1e 0 0 1 0 0 1f 0 1 0 0 0 2a 0 0 1 0 0 2b 0 0 1 0 0 2c 0 1 0 0 0 2d 0 1 0 0 0 3a 0 1 0 0 0 3b 0 1 0 0 0 3c 0 1 0 0 0 4a 0 1 0 0 0 4b 0 1 0 0 0 4c 0 0 0 0 1 5a 0 1 0 0 0 5b 0 1 0 0 0 5c 0 1 0 0 0 5d 0 1 0 0 0 5e 0 0 0 0 1 5f 0 0 1 0 0 6 0 1 0 0 0 7a 0 1 0 0 0 7b 0 1 0 0 0 8a 0 1 0 0 0 8b 0 0 0 0 1 8c 0 1 0 0 0 9a 0 0 1 0 0 9b 0 1 0 0 0 10a 0 1 0 0 0 10b 0 1 0 0 0 10c 0 0 1 0 0 10d 0 1 0 0 0 10e 0 1 0 0 0 Total 0 25 7 0 3 Clause 72 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Figure 4. Graphical representation of the semantic resources of the 10 ads The semantic resources of the grammatical structures of the ads, drawing from Bloor and Bloor (2013), consist of four items: Offer, Statement, Command and Question. Minor Clause becomes imperative because the terminology operates in its own set class. Figure 4 shows that Statement, being declarative, and Command, being imperative, occur 25 times and seven times in the computation. Thus Offer, being a modulated inter- rogative, and Question, being interrogative, are collapsed subjects in the grammatical structures of the ads. The Minor Clause appears as an object of felicitations. Therefore, the communicators motivate readers with declarative clauses, some of them punctu- ated, and imperative clauses, making statements and commands, in order to sensitise the target audience to purchase goods and services. The application of the grammar of interaction explicates the configuration of the elements of the sentences in terms of lexemic operations in the ads; and the semantic resources of the sentences. The implication is that the illumination of these linguistic elements could assist the L2, in the university classroom, to quickly understand the organisation and the mode of connections, as functional in advertising frameworks. Figure 3 and Figure 4 list the parts of speech in terms of their grammatical compo- nents that are operational in the analysed ads. Familiarising both undergraduate and post-graduate EFL students with the frequencies of the word classes and their phrases in the ads may also be helpful as it draws their attention to the most common structures used in advertising. Moreover, students should easily grasp the most frequent clause structures, which will help to enhance their knowledge of the grammar of English. Grammatical Structure Offer Statement Command Question Minor Clause Frequency 0 25 7 0 3 0 5 10 15 20 25 30 0 1 2 3 4 5 6 Fr eq ue nc y Semantic Resources 73 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) 5. Discussion The study of the English language in the university domains seems to embrace the grammar of English, as discussed earlier, as being its core value. This is owing to the fact that grammar immensely assists in the knowledge of the numerous aspects of the language. It is not out of course to exclaim that the understanding of grammar is crucial to the understanding of the major segments of the English studies, at least to a large extent. In that regard, the analysts have pursued the understanding of this unit from the discursive point of the structural details and the meaningful resources associated with the texts. The matter of creative relationships, as to how such universe generates meaning from each communication, plays an indispensable role in deducing meaning from the plate. However, the investigation relies heavily on Halliday and Matthiessen (2014), Thompson (2014), Kress (2010), and Kress and van Leeuwen (2021) as the chan- nels of propagating meaning from the frameworks. AD 1 There are six clauses in the Nescafé® ad. Ad 1a, 1b and 1c are punctuated statements, whereas 1d and 1e are full-fledged declarative clauses. Six Countries. Six Voices. and One Song. are chopped up linguistic constituents each ending with a full stop. This behaviour of grammatical mechanism positions the structures as being orthographic (Cook 2001). As shown in Figure 2, the constituent Six Countries is Complement as well as Six Voices and One Song. The Complements tend to be the remainders of the fragments of the clauses. However, Start Strong; Finish Strong and It all starts with a Nescafé are full clauses in the category of two imperatives and one declarative structure. Start Strong and Finish Strong have their constituents as Predicator and Complement respectively. The declara- tive clause, It all start with a Nescafe, has Subject (It all), Finite (Present), Predicator (start) and Adjunct (with a NESCAFE). Though the fragmentation found in clauses 1a, 1b and 1c is a usual trait of advertising, one might comment that a Nescafé is seemingly a deviant construct because the publicist classifies Nescafé as a count nominal item. AD 1 employs musicians to promote the consumption of Nescafé in Africa. This is a probable reason for describing the promotion 74 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) as involving Six Countries of Africa and Six Voices of musicians. The deployment of One Song appears to imply that the Song is about Nescafé and its consumption. Three modes of a speaker, a pair of glasses, and a giant cup of Nescafé support the message. The speaker and a pair of glasses connote an instrument and an appearance of a musician. The enormous cup of Nescafé is at the centre of the other modes in order to demonstrate the main focus of the ad, making all the other elements of the framework to play supportive roles for the Nescafé consumption (Kress 2010). The ideas of Start Strong and Finish Strong reveal a kind of strength that Nescafé gives its consumers from morning till night. That might influence the ad s̓ conclusion thus: It all starts with a NESCAFÉ. The counsel here is that individuals who require some strengths to properly function, must commence the activities of the day drinking a cup of Nescafé. AD 2 AD 2 contains four clauses. Two of them are imperative, commanding readers on a financial security concern. The remaining two clauses are declarative, in which the last clause is fragmented. Keep your account safe with *966# EazyBanking has its gram- matical mnemonic as being PCA. Thus, Keep…safe is the Predicator, your account is the Complement, and *966# EazyBanking is the Adjunct. As the message sensitises the target audience to protect their accounts at Zenith Bank®, observations pinpoint four significant distinctions in the grammar. First, the advertiser distributes the Predicator, Keep…safe, across the clause. Second, there is an input of *966# numerical code in the clause. Third, eazy is a deviant construct, replacing the usual lexeme, easy. Four, eazy- Banking is a compounding construction – a combination of eazy + Banking (Booij 2007; Denham & Lobeck 2013), which are separate entities in grammar. In a simple term, 75 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) *966#, assists in the security of the customer s̓ account. This operation relies on the customer, projecting the exercise as being a user friendly task. 2b, Dial *966*911# to stop debit transactions on your account, contains Predicator (Dial), Complement (*966*911#), Adjunct (to stop debit transactions), and Adjunct (on your account). The command is a directive, instructing readers on the procedure of prevent- ing fraudsters from tampering with the customersʼ accounts. 2a introduces *966# as the authentic code of Zenith to prevent interference; *966*911# in 2b elaborates the modal- ity of such an achievement. Clauses 2a and 2b mix numerical codes with wordings to influence readers. The researchers might label these kinds of grammatical etiquettes as being alphanumerical clauses in spite of separate recurrence of numerical codes and words in the constructs. The structural inclinations of the adverbial clause of condition, If your card is lost or details compromised, are Adjunct (If), Subject (your card), Finite (is), Predicator (lost), Conjunction (or), Subject (details), and Predicator (compromised). The situation created further informs recipients about the importance of the code, *966#, being the core of AD 2. Consequently, the publicist culminates the message with More details. This is a Complement, informing viewers that there are other pieces of information, regarding *966# that are not available in the ad. Those people, interested in using *966# for secur- ing their accounts at Zenith Bank, should seek sufficient information, perhaps, from the bank s̓ online activities. The modes of a young lady and a handset are probable indica- tors of *966# applications. AD 3 The Airtel® ad displays three disjunctive clauses. These are: DataPlus, as 3a, airtel the smartphone, as in 3b, and *154*2# as in 3c. As the texts appear, the researchers might classify their grammatical constituents as being Complements all through. It is only 3a 76 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) that employs Airtel as the Subject. DataPlus represents a compounding word from Data and Plus (Zapata Becerra 2000). Drawing from Thompsons̓ (2014) insight, one might suggest the complete clause as [Airtel provides] DataPlus [to subscribers]. The advertising stylist has removed the Subject, Finite, and Adjunct from the construction, expecting readers to supply the missing communicative facilities. Pushing DataPlus to readers is a way of briefing the audience that Airtel is presently giving subscribers excess Data to communicate with family and friends. Airtel the smartphone network reveals the Subject (Airtel) and the smartphone network (Complement) as the communicative constituents. Nevertheless, the full clause could be Airtel [has] the smartphone network. The Finite, has, has no place in the text; perhaps the ad does not need the Finite to convince readers, compared to a need for nominal elements. The smartphone network is seemingly a slogan to Airtel in this regard. Salient in the dotted text is another compound word, smartphone (Sugioka 2011), created from two independent words: smart and phone. *154*2# can be classified as a splintered communicative device. This is owing to the fact that some linguistic elements are already lost in the structure. By employing malleability, one could mention that [Dial] *154*2# [to enjoy DataPlus] is the entire clause in the advertiser s̓ perspective. The matter of economy-cum-memorability (Leech 1966) might have informed the application of disjunctions in the framework. In all, 3a, 3b, and 3c are declarative clauses, making some statements to persuade subscribers to purchase a sizable number of recharge cards for their smartphones. The image of a lady holding a tree-like object, with seven branches, is the obvious mode of the ad. The lady raises the branches up, illustrating a branch for each code of *154*2#. As the code, being the password, is an open channel to enjoy DataPlus, the root where the branches emanate could be Airtel. The seven branches of completeness are the network devices that promote *154*2#. The boldness of *154*2# signifies the code as the area of concentration of AD3. AD4 77 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) There are three clauses in the UBA® ad. Figure 2 analyses 4a, UBA United Bank for Africa and 4b, Today, we celebrate you for all you do every day as declarative clauses. The grammatical mnemonics of 4a are Subject, Complement and Adjunct; whereas 4b has Adjunct, Subject, Finite, Predicator, Complement and Adjunct as its constituents. There is no Finite in 4a in spite of its statement s̓ characteristics. As a result, one might advo- cate UBA [is] United Bank for Africa as the intended clause. The littered nature of the text positions United Bank for Africa as the full meaning of the acronym, UBA. So, UBA = Subject, United Bank = Complement and for Africa = Adjunct with the omission of the Finite, is, in the configured contextual fragmentation. The statement in 4b utilises the complete grammatical cues of the English systemic analysis in the form of SFPCA. However, the structural prompts are Today = Adjunct, we = Subject, celebrate = F/P, you = Complement, and for all you do every day = Adjunct. Besides the recurrence of Adjuncts two times at the beginning and end of the clause, the study explores celebrate as a systemic device of Finite and Predicator (Bloor & Bloor 2013). Finite/Predicator distributions for celebrate represents one of the peculiarities enshrined in Halliday s̓ (1995) SFL. By celebrate, the advertising professional refers to a solemnity of rites, accompanied with joy and respect in a certain situation. AD 4 points to such a sacrament in order to join the league of men in the world, and particularly Nigerians, to perform the yearly ceremony labelled as the Father’s Day. The communication framework explicates the festivity with the minor clause, Happy Father’s Day. Historical reports, including Simpson and Roud (2000), indicate that the Father’s Day is a global phenomenon. The Catholic enthusiasts commenced the celebra- tion in Europe in the Middle Ages in consonance with the instruction that God gave the patriarchal Abraham that all nations shall be blessed through your seed (Heesterman et al. 1992; Roud 2006). However, the Gregorian Calendar elaborates that there is no fixed day for the celebration of fathers. The recognition of fathers is on a Sunday of a stipu- lated month as a country desires such as in March, May, June and July (Ferguson 2007). UBA propagated this ad on June 16th, 2019. The images of the father and daughter, exchanging pleasantries are modes reflecting paternal ideology (Van de Vliet 2017; Pinho & Gaunt 2020). The daughter, as AD 4 manifests, kisses the fore-head of the father, and in return, the father bursts into laughter. 78 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) AD 5 Six clauses elicit the messages of AD 5. First, there are two interspersed structures, that is, Big stout for N100, Starting from 17:59, as in 5a and 5b. The structure of 5a relies on Complement (Big stout) and Adjunct (for N100); whereas 5b has Predicator (Starting) and Adjunct (from 17:59). The disjunctive grammatical values can be considered as being declarative because the elements of full textual facilities could be Big stout [is sold] for N100 and [the sales is] starting from 17:59. In that sense, the communicators have espoused Finite and Predicator, and Subject, Finite from the two natural declarative statements. The ad illumines two specific concerns of the purchasing price of the Big stout as well as the commencing time, 17:59, of its obtainment. In addition, 5c, Offer valid for 2 hrs on Friday Aug 3 2018 at selected bars, is another disrupted clause. Keen observations show that the Finite, is, is not part of the clause. That is the motive for Figure 2 to indicate SCAAA as the constituent aide-mémoire of the clause. The whole clause ought to be: Offer [is] valid for 2 hrs on Friday Aug 3 2018 at selected bars. In conjunction with specified goals stated earlier, the duration of purchasing the product, the exact date and the locations are significant in this text. Perhaps these desires influence the elliptical structure in 5c. Second, Terms & Conditions apply, as in 5d, contains Subject (Terms & Conditions), Finite (present), and Predicator (apply), as the grammatical hints of the declarative clause. This implies that there are other justifications that qualify consumers to enjoy the promotion. Third, AD 5 felicitates with Guinness consumers in the day of celebrating the consumption of beer. That encourages the set structure, Happy International Beer Day. Fourth, as the special day is trans-national, the Guinness publicist culminates the message with Drink responsibly. The imperative clause is a means of calming the temper and drinking enthusiasms of consumers. It appears that the advertiser understands the behaviour that some consumers might demonstrate that day. The command, Drink 79 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) responsibly, cautions consumers to drink without any guilt, as individuals are account- able for any negative influences of alcohol in their senses. The Guinness foam, splashing above the glass, is the major mode of AD 5. The foaming attitude alerts readers to consumption. AD 6 You’re a Souper Woman, besides the logo of Maggi®, is the only clause in AD 6. The grammatical nod operates in the form of Subject (You), Finite (‘re), and Complement (a Souper Woman). Grammarians welcome the abbreviation of the copula are to ʻre even in formal settings. Nonetheless, the lexeme, Souper, is striking because the feature is deviant in grammatical considerations. Two words are contentious in the linguistic pattern. These are soup and Souper. The soup implies a dish, made up of a combination of water and other liquids, mixed up with ingredients such as vegetable, fish and meat. The Maggi cube, in the approach of the advertiser, is an axiomatic item, stimulating edibility and pleasantness in other ingredients. Maggi stands as a craving material in the soup augmenting deliciousness. The notion of Souper refers to a wonderful entity, exemplifying awesome qualities. In corollary, the advertiser creates a personal communicative terminology, Souper, from soup and super to entice readers. The formation procedure replaces su- in super with sou- in soup in order to generate Souper. This process is a sort of blending despite that the initial “morpheme” of the word is substituted for the initial “morpheme” of another word (Haspelmath 2002). As a result, one might conclude that Souper is a qualifier for a woman, who uses Maggi in her cooking applications, making the cook an extremely excellent individual. The salutation of a mode (a man standing replicating a military gesture) testifies to the cook s̓ exceptional quality, which Maggi enhances. The woman and dishes in AD 6 are also significant. As the woman is happily looking at viewers, the foods are on the table waiting for human consumption. One might suggest that it is 80 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) the preparation of the foods on the table that inspires the man to appreciate the woman in a military posture. The mans̓ heartily gratitude could connote the metaphor (and the proverb) that “the way to a mans̓ heart is through his stomach”. AD 7 AD 7 exhibits two disintegrated clauses of New Nivea 100% nourishment 0% greasiness and Tessa Virtue Canadian Ice Dancer Olympic Gold Medalist in 7a and 7b. Figure 2 unveils New Nivea as Subject, 100% nourishment as Complement, and 0% greasiness as another Complement of the construction. As a usual behaviour of advertising, the Finite has and the Conjunction and are the obliterated textual units. Thus the full declarative clause is probably New Nivea Care [has] 100% nourishment [and] 0% greasiness. The features of New Nivea are the selling point in the ad, highlighted as 100% nourishment and 0% greasi- ness. By implication, New Nivea is a healthy product that nourishes the human body with adequate nutrients. It implies that the nutrients from New Nivea prevent the body from experiencing oily surface; the cream only charms the human body. The other interposed structure has a connection with the mode of a young lady in the framework. The advertising guru expresses the personality of the image as being Tessa Virtue. It is the combination of the scattered structures that generates a splintered declarative clause of Tessa Virtue Canadian Ice Dancer Olympic Gold Medalist. Positioning the clause in its fullness, one will have Tessa Virtue [is a] Canadian Ice Dancer [and an] Olympic Gold Medalist. After the punctuation of Finite and Article (is and a), and Conjunc- tion and Determiner (and and an), the construct signals Tessa Virtue as Subject, Canadian Ice Dancer as Complement, and Olympic Gold Medalist as a Complement recurrence. Ad 7 fraternises with a known star, Tessa Virtue, as a channel to market New Nivea. The body of the young lady demonstrates a replica of what the cream will do in human bodies. As the body of Tessa Virtue is nourished so will the body of its consumers. The sports-lady further motivates readers through her manner of laughter, as the 81 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) individual displays New Nivea to the public, intimating that New Nivea Care actually over- hauls to maintain nourishing people s̓ bodies. AD8 There are three communicative clauses in AD 8 with peculiar disjunctions. 8a, She adds great taste to all she does, is declarative. 8b, Happy International Women’s Day, is a minor clause. 8c, #EachForEqual, is a hash-tagged disjunctive construction. The gram- matical cue of 8a commences from subject (she) to Finite (present), Predicator (add), Complement (great taste), and Adjunct (to all she does). The investigation could deduce salient concerns from the statement in 8a – (i) great taste and (ii) to all she does. Great taste, as appeared in the advertising plate, communicates to illustrate some semantic implications in the form of a count noun and uncountable noun. On the one hand, as a countable noun, the constituent points to a boundless and unlimited sensation that the human tongue responds to being a feeling of Royco’s® chem- ical compound. The mental excessive aesthetic influences consumers to give preference to adding the condiment to their food preparations. On the other hand, great taste tends to be figurative, decorating Royco as a small substance that adds flavour, for instance, to a big pot of soup. As a result, the entire ingredients of the soup experience the presence of Royco in its fullness. It is the abundance diffusion of the condiment, as functional anywhere it locates itself, that the communicator explicates as great taste. The omission of the indefinite article, a, is a pointer, informing the analysts to consider taste as a non- count noun. If the constituent is countable, the lexemes will definitely appear as a great taste. As mentioned earlier, Happy International Women’s Day is a minor clause signalling a set structure of English. One might also add that AD 8 intends to elicit women, across the globe regarding their Day. 82 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) The concept of #EachforEqual is probable meaning potential enlightening women about the common access that everyone has in consuming Royco without impediments. The communication places every woman in a similar measure in the kitchen, accessible to Royco. The researchers consider #EachForEqual as Complement despite the compounding formation of Each + For + Equal (Bauer 2001; Lieber 2010). In a declarative essence, the full clause could be [Royco represents #EachForEqual]. Before Royco, every woman is equal, which could mean: equal right to the Kitchen, equal right to use Royco for food preparations, and equal right to put food on the family s̓ tables. The mode of a woman carrying out a marital responsibility endures the claims above. AD 9 Two clauses are operational in the Asepso® ad. The first is imperative, while the second is a splintered declarative. Let your skin tell a fresh story with Asepso antibacterial soap is a command; whereas Cleanliness for healthy skin is a dotted statement. Going by a constituent configuration, Let your skin is Subject, tell is Predicator, a fresh story is Complement and with Asepso antibacterial soap is Adjunct. Although it is quite uncom- mon for an obvious Subject to operate in the imperative clause, one observes such occurrence once in a while. In this context, Let your skin, is the Subject, functioning in a suggestive class (Thompson 2014). The communication proposes a desire to readers in order to permit their skins to respond to the quality of Asepso. This could happen if individuals buy and use the soap consistently. There is no doubt that the skin is part of the human body; it does not repre- sent a whole human body. The advertising stylist personifies the skin, projecting it to talk like a person (Long 2018). Having considered the skin as an animate object, every human being should be quiet. In essence, the story in this context is not the usual one. The narra- tive connotes the appearance of the skin to neighbours and neighboursʼ assessments. 83 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) The ad employs a fresh story as a strategy to compare the status of the skin in the past when using other soap to the present when using Asepso to bath. Moreover, the frame- work reveals another characteristic of Asepso as being an antibacterial soap. This locates Asepso as a probable drug that inhibits skin germs. In a simple diction, Asepso kills skin diseases. That is the logical intention for employing the appositive facility, antibacterial soap, to recapitulate the quality. 9b, Cleanliness for healthy skin, contains Complement and Adjunct. The stretch of the fragment could be [Asepso gives] cleanliness for [a] healthy skin. The image of a young lady, joyfully displaying her skin for viewers, is the mode that demonstrates the skin’s fresh story campaigned in AD 9. Individuals, who use Asepso, in the publicist s̓ point of view, will appear as the young lady in happiness. AD 10 The analysts have classified the dispersed text of AD 10 into five clauses. The first is Cheers to those who came before us. The grammatical mnemonics are Predicator (Cheers) and Adjunct (to those who came before us). The full clause could have been [Give] cheers to those who came before us. The imperative clause deploys Cheers to represent a normal toast, obtainable when drinking a beer in an esteemed company. Notably, those who came before us implies a reference to the seeming brewers and consumers of the Black is Beautiful global beer (Pityana 1972; Snail 2008; Taylor 2016; Ortega 2018). The apprecia- tion, one might remark, is a voice of consumers, who presently enjoy Guinness® that is Made of More. The ad also displays, in a dark form, illustrating Guinness Black with a throng of consumers jubilating in the background. The second is Pledge to drink right at the Right Age with the Right Amount in the Right Way. For the researchers to explore the entirety of the punctuated clause, it could be [The] pledge to drink right [involves] right age, right amount [and] right way. The concept, Pledge, is a solemn promise to drink Guinness cautiously-appropriately. Engaging one in such a drinking fraternity could succour someone to escape the life-threatening 84 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) alcoholic substance in the content. In order to avoid excessive alcohol thrilling, the third clause asserts that [A consumer of Guinness] must be 18 years or older. 18 years “is” the minimum age requested for anyone in Nigeria to drink any alcoholic beverage. The disjunctive grammar realises Finite (Must), Predicator (be) and Complement (18 years or older). It is salient to deploy a Finite in a clause without the Subject. Must is assertive, laying emphasis on certainty and compliance of rules, highlighted in reference to Age, Amount and Way (Hermerén 1999). These are unbending requirements for a deliberate satisfaction derived from Guinness. In conclusion, the fourth clause summarises that the lovers of this beer should Drink Guinness responsibly because the beer is not ordinary rather Guinness [is] made of [much] more palatable ingredients incomparable to other beers. A relevant mode decorated in this communication is a chopped up arm, exhibiting a Guinness black bottle to recipi- ents, as a thematic image much more pronounced than all the other modes – the text, picture and colour. This is an indicator that the Guinness beer is the only reason for displaying AD 10 for readersʼ consumption. 6. Conclusion This investigation upholds that advertising can function as a tool for teaching the English language to foreign students. The reasons presented are that advertising frame- works seemingly have no restrictions in constructing persuasive texts. One might also submit that the intention and need to inspire readers to consume ads and advertised products motivate publicists to be creative in their communication strategies. Conse- quently, this study reveals grammatical mnemonics in order to demonstrate the communicative elements of the analysed ads. Within the spheres of SFPCA, the notions of orthographic clauses, Six Countries; count- ing of uncountable nouns, with a Nescafe; and creative structures, EazyBanking and Souper are obvious in the advertising plates. DataPlus representing a morphological compound- ing, *966*911# projecting an alphanumeric constituent, and #EachForEqual exhibiting the hash-tag notion are functional facilities of the communications. The advertisers are shown to use statements, e.g. Today, we celebrate you…; commands, Keep your account safe; and minor clauses, Happy Women’s Day, Happy International Beer Day, and Happy Father’s Day; some of the constructions are interspersed and splintered phenomena. Some of the disjunctive elements are More details, Big stout for N100, cleanliness for healthy skin, and Airtel the smartphone network. Further observations establish flashback, as in Cheers for those who came before us and oath taking as in Pledge to drink right. Engaging EFL students in the analysis of these advertising features is likely to enhance their understanding of the constituents and grammatical challenges of the clauses. It may also create a wider understanding of grammatical distinctions in 85 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) learners to enable them identify grammatical and ungrammatical configurations of the textual features of ads. References Alcaraz-Mármol, G. 2019. Developing EFL oral skills through linguistic mediation in the secondary education classroom. ELIA, 19: 15-40. Aliasin, S. & Abbasi, S. 2020. The relationship between Iranian EFL learnersʼ emotional intelligence and metacognitive reading strategies use. JLE 6(2): 31-43. Bauer, L. 2001. Morphological Productivity. Cambridge: CUP. Bloor, T. & Bloor, M. 2013. The Functional Analysis of English. Abingdon, Oxon: Routledge. Booij, G. 2007. The Grammar of Word: An Introduction to Morphology. Oxford: OUP. Brierley, S. 2002. The Advertising Handbook. London, GB: Routledge. Bušljeta, R. 2013. Effective use of teaching and learning resources. Czech-Polish Historical and Pedagogical Journal 5(2): 55–69. Butler, C. 1985. Systemic Linguistics: Theory And Applications. London: Batsford. Butler, C. 2003. Structure and Function: A Guide To Three Major Structural-Functional Theo- ries Part I. Amsterdam: John Benjamins. Cancino, M. 2020. Increasing EFL learner participation through eliciting language: Insights from conversation analysis. JLE 6(2): 66-80. Carter, R. & Nash, W. 2013. Seeing through Language. Lexington, KY, Blackwell. Celce-Murcia, M. & Larsen-Freeman, D. 1999. The Grammar Book: An ESL/EFL Teacher’s Course2. New York: Heinle & Heinle Publishers. Cook, G. 2001. The Discourse of Advertising. New York: Routledge. Crystal, D. 2003. English as a Global Language. Cambridge: Cambridge University Press. Dalamu, T. O. & Ogunlusi, G. 2020. Revitalising cultural characteristics in advertising in Nigeria within a sketch of systemic paradigm. Anagramas Rumbos Y Sentidos De La Comunicación, 19(37): 13-48. Dalamu, T. O. 2018a. Evaluating ʻregisterialʼ norms in advertising texts: A systemic perspective. Buckingham Journal of Language and Linguistics 11: 64-97. Dalamu, T. O. 2018b. Euphemism: The commonplace of advertising culture. Acta Scien- tiarum. Language and Culture 40(2): 1-15. Dalamu, T. O. 2018c. Advertising communication: Constructing meaning potential through disjunctive grammar. Anagramas Rumbos y Sentidos De La Communicación 17(33): 73-104. Dalamu, T. O. 2021. Social Semiotic Genre: Exploring the Interplay of Words and Images in Advertising. AFLLM, 11: 19-51. Dalamu, T. O. 2022. Mode, the hub of multimodality: A case study of Oral-B® toothpaste advertising. DELTA, 38(2): 1-28. [in press]. 86 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Dalamu, T. O. & Ogunlusi, G. 2020. Revitalising cultural characteristics in advertising in Nigeria within a sketch of systemic paradigm. Anagramas Rumbos Y Sentidos De La Comunicación, 19(37): 13-48. De Beaugrande, R. 1991. Linguistic Theory: The Discourse of Fundamental Works. New York: Longman. Denham, K. & Lobeck, A. 2013. Linguistics for Everyone: An Introduction. Singapore: Wadsworth, Cengage Learning. Dik, S. 1997. The Theory of Functional Grammar: The Structure of the Clause, Part 1. Berlin: Mouton de Gruyter. Eggins, S. 2004. Introduction to Systemic Functional Linguistics. London: Continuum. Fawcett, R. 1980. Cognitive Linguistics and Social Interaction. Heidelberg: Groos Verlag. Fawcett, R. 2000. A Theory of Syntax for Systemic Functional Linguistics. Current Issues in Linguistic Theory. Amsterdam: John Benjamins. Ferguson, P. 2007. Festivals and ceremonies. World and its peoples: Eastern and South- ern Asia. Marshall Cavendish Corporation 536. Fontaine, L. 2013. Analyzing English Grammar: A Systemic Functional Introduction. Cambridge: CUP. Fromkin, V., Rodman, R. & Hyams, N. 2003. An Introduction to Language. Boston: Heinle. Fry, H., Ketteridge, S. & Marshall, S. (eds). 2009. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. London: Routledge. Geis, M. 1982. The Language of Television Advertising. London/New York: Academic Press. George, A. & Salgado-Robles, F. 2018. Raising awareness about heritage language learn- ers in the L2 Spanish classroom: Teacher beliefs and attitudes. ELIA 18: 157-181. Gieszinger, S. 2001. The History of Advertising Language. Frankfurt: Peter Lang GmbH. Givon, T. 2001. Syntax: An Introduction, Volume 1. Amsterdam: John Benjamin. Greenbaum, S. & Nelson, G. 2002. An Introduction to English Grammar. London: Longman. Greenbaum, S. 1996. The Oxford English Grammar. New York: OUP. Greenbaum, S. & Nelson, G. 2002. An Introduction to English Grammar. London: Longman. Halliday, M. 1995. An Introduction to Functional Grammar. London: Arnold. Halliday, M. & Matthiessen C. 2014. Halliday’s Introduction to Functional Grammar. Abingdon, Oxon: Routledge. Hartwell, P. 1985. Grammar, grammars, and the teaching of grammar. College English 47(2): 105-127. Haspelmath, M. 2002. Understanding Morphology. London: Arnold. Haussamen, B. 2000. Revising the Rules: Traditional Grammar and Modern Linguistics. Dubuque, IA: Kendall. Heesterman, J., Van den Hoek, A., Kolff, D. & Oort, M. 1992. Ritual, State, and History in South Asia: Essays in Honour of J.C.Heesterman. Leiden, Netherlands: BRILL. https://books.google.com/books?id=5ZBaVhmRvCkC https://books.google.com/books?id=5ZBaVhmRvCkC 87 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Hermerén, L. 1999. English for Sale: A Study of the Language of Advertising. Lund: LUP. Huddleston, R. 1995. Introduction to the Grammar of English. New York: CUP. Kapranov, O. 2018. Pre-service primary school teachersʼ reflections on EFL studentsʼ awareness of grammatical forms in online communication. ELIA 18: 183-212. Keyton, J. 2006. Communication Research: Asking Questions Finding Answers. New York: McGraw-Hill. Klein, W. 1986. Second Language Acquisition. Cambridge: CUP. Ko, J., Sammons, P. & Bakkum, L. 2014. Effective Teaching. Reading. Berkshire: EDTHH. Kolln, M., Gray, L. & Funk, R. 2015. Understanding English Grammar. New York: Pearson Education. Kress, G. 2010. Multimodality: A Semiotic Approach to Contemporary Communication. New York: Routledge. Kress, G. & van Leeuwen, T. 2021. Reading Images: The Grammar of Visual Design. London: Routledge. Langacker, R. 1987. Foundations of Cognitive Grammar, Vol. I: Theoretical Prerequisites. Stanford: SUP. Leech, G. 1966. English in Advertising: A Linguistic Study of Advertising in Great Britain. London: Longman. Liddicoat, A. 2019. Critical perspectives in intercultural language learning perspectives. ELIA Mon. 1: 17-38. Lieber, R. 2010. Introducing Morphology. Cambridge: CUP. Liendo , P. & Massi, M. 2017. Academic literacy, genres and competences: A didactic model for teaching English to translation students. ELIA 17: 251-272. Long, D. 2018. Meaning construction of personification in discourse based on concep- tual integration theory. Studies in Literature and Language 17(1): 21-28. Martin, J. R. & Rose, C. 2013. Working with Discourse: Meaning Beyond the Clause. New York: Bloomsbury Academy. Martin, J. R. & Zappavigna, M. 2019. Embodied meaning: Systemic functional perspec- tive on paralanguage. Functional Linguistics 6(1): 1-33. Martínez, A. & De Zarobe, Y. 2017. Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students. ELIA 17: 71-92. Maxwell, J. A. 2013. Qualitative Research Design: An Interactive Approach. London: SAGE. McLaughlin, J. 1970. Aspects of the History of English. New York: HRW, Inc. Moreno Rubio, C. 2009. Effective teachers – professional and personal skills, en ENSAYOS, Revista de la Facultad de Educación de Albacete 24. Retrieved from http:// www.uclm.es/ab/educacion/ensayos - Consultada en fecha (dd-mm-aaaa) Mulroy, D. 2003. The War Against Grammar. Portsmouth: Boynton. Myers, G. 1994. Words in Ads. London/New York: Arnold. 88 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Ogilvy, D. 2013. Confession of an Advertising Man. Harpenden: Southern Publishing. Ortega, M. 2018. Black is beautiful: A Philosophy of Black Aesthetics by Paul C. Taylor. Criti- cal Philosophy of Race, 6(2): 287-292. Patton, M. 2015. Qualitative Research and Evaluation Methods: Integrating Theory and Prac- tice. Thousand Oaks: SAGE. Pinho, M. & Gaunt, R. 2020. The determinants of paternal and maternal involvement in childcare. In: K. Nurit et al (eds.), Parent Involvement, 115-141. Nova Science Publish- ers, Inc. Pityana, N. 1972. What is black consciousness? In: M. Motlhabi (ed.), Essays on Black Theology, 37-43. Johannesburg: UCM. Prince, E. 1991. On functional explanation in linguistics and the origin of language. Language and Communication 11(1/2): 79-82. Quirk, R. 1972. The English Language and Images of Matter. London: OUP. Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. 2004. A Comprehensive Grammar of the English Language. Essex: Pearson Education Limited. Ravelli, L. 2000. Getting started with functional analysis of texts. In: L. Unsworth (ed.), Researching Language in Schools and Communities, 1, 27-63. London: Continuum. Riffo, K., Osuna, S. & Lagos, P. 2019. Lexical diversity and lexical density description of news written by journalism student. RBLA 19(3): 499-528. Rodríguez, A. & Larrea-Espinar, Á. 2019. The use of sitcoms for cultural learning in EFL: a workshop for university students. ELIA 19: 131-156. Roud, S. 2006. The English Year. London: Penguin Books. Schulze, M. 1998. Checking grammar – teaching grammar. Computer Assisted Language Learning 11(2): 215-227. Silva, I. 2017. Speech fluency in phrases: Teaching English oral fluency in distance learning. ELIA 17: 209-232. Simpson, J. & Roud, S. 2000. A Dictionary of English Folklore. Oxford: OUP. Simpson, J. & Weiner, S. (eds.). 1992. The Oxford English Dictionary. [CDROM]. Oxford: OUP. Sledd, J. 1996. Grammar awareness in time of class warfare. The English Journal 85(7): 59-63. Snail, M. 2008. The Black Consciousness Movement in South Africa: A product of the entire black world. Historia Actual Online 15: 51-68. Sugioka, Y. 2011. Nominalization Affixes and Multi-Modularity of Word-Formation. Phila- delphia: JB. Taylor, P.2016. Black is Beautiful: A Philosophy of Black Aesthetics. New York: Wiley Blackwell. Thompson, G. 2014. Introducing Functional Grammar. Abingdon, Oxon: Routledge. 89 ............................................................................... CROSSROADS. A JOURNAL OF ENGLISH STUDIES 38 (2022) (CC BY-NC-SA 4.0) Van de Vliet, B. 2017. Valentine s̓ Day 14 February. Directory Magazine. Retrieved on 17 June 2020 from https://www.researchgate.net/publication/313823928_the_story_of_ Saint_Valentine. Van Valin, R. Jr. & LaPolla, R. 2002. Syntax: Structure, Meaning and Function. Cambridge: CUP. Vestergaard, T. & Schroder, K. 1985. The Language of Advertising. Oxford/New York: Basil Blackwell. Williams, J. 2005. The Teacher’s Grammar Book. Mahwah: LEA, Inc. Yule, G. 2020. The Study of Language. Cambridge: CUP. Zapata Becerra, A. 2000. Handbook of General and Applied Linguistics. Mérida, Venezuela: TAP. *** Dr. Taofeek O. Dalamu, a Senior Lecturer, obtained a Ph.D. in English Language from the University of Lagos, Akoka-Yaba, Lagos, Nigeria. As a faculty member, he currently teaches English at the Department of English and Literary Studies, Anchor University, Lagos, Nigeria. This individual specialises in Systemic Functional Linguistics, as appli- cable to Discourse Analysis, Multimodality, Social Semiotics, and Digital Humanities in relation, mostly, to advertising communications. As a functional social semiotician, Dr. Dalamu exhibits a variety of over two scores of publications in reputable interna- tional journals across the globe. See: www.researchgate.net.cdn/taofeekdalamu Dr. Ke Yang obtained a Ph.D. (Ed.D.) in English Education from Hong Kong Baptist University, Kowloon Tong, Hong Kong; and M.A. English Linguistics at University of Nottingham. However, he teaches cross-cultural communication and advanced English reading at the College of English, Nanjing Xiaozhuang University, Nanjing, China PR, East Asia. Some of his publications are available at: https://www.researchgate.net/pro- file/Ke-Yang-18. Email: 16447093@life.hkbu.edu.hk https://www.researchgate.net/publication/313823928_the_story_of_Saint_Valentine https://www.researchgate.net/publication/313823928_the_story_of_Saint_Valentine TAOFEEK O. DALAMU DOI: 10.15290/CR.2022.38.3.04 KE YANG Advertising linguistic framework: An instrument for teaching grammar in EFL university classrooms