Language functions refer to the purposes in which we use language to communicate. We use language for a variety of formal and informal purposes, and specific grammatical structures and vocabulary are often used with each language function. Some examples of language functions include:

Compare and contrast

Persuasion

Asking questions

Expressing likes and dislikes

Cause and effect

Summarizing

Sequencing

Predicting

Agreeing/disagreeing

Greeting people/introductions

When teaching about language functions, it is important that teachers explicitly teach the vocabulary and phrases associated with each language function. For example, when teaching the language function of compare/contrast teachers may teach the following vocabulary: both, similar, also, different, in contrast, similarly, etc. During the lesson planning and preparation stage, teachers should brainstorm the vocabulary words associated with the language function that will be taught. It is important that as students become familiar with the vocabulary associated with each language function that more advanced functional vocabulary is introduced to students. An excellent resource for teachers to identify advanced vocabulary is thesaurus.com or dictionary.com.

In addition to functional vocabulary, students must also be introduced to grammatical structures associated with each language function. For example, when teaching the language function of compare/contrast, teachers might teach comparative adjectives (i.e., smaller than, more expensive than, etc) or superlative adjectives (i.e., smallest, most expensive). A recommended book that will assist teachers with grammatical structures in English is the "ESL/ELL Teacher's Book of Lists", which can be purchased from the ELD Strategies store by clicking here.

English learners must be provided with ample opportunities to practice the vocabulary and grammatical structures associated with language functions in both oral and written contexts. When preparing for a lesson, teachers must identify how the vocabulary or grammatical structure will be explicitly introduced to students, as well as how students will practice in a structured way under the guidance of a teacher. Functional vocabulary and grammatical structures can be differentiated for students at varying proficiency levels, with students at the lower levels of English proficiency practicing easier vocabulary and grammatical structures than students at higher levels of English proficiency.

Functions of Language

One of the main goals of language teachers is to provide students with the tools to be effective communicators in the TL. Often when students are assigned projects and assignments (like the weather report in Anna’s case study) their lack of practical tools to produce the actual language becomes evident. In these cases, students might very well have the necessary resources to accomplish the task, but teachers might need to consider a communicative approach to teaching the language, focusing on the functions of language, to properly equip students to complete assigned tasks. In this section we will explore functions of language and how they can be taught in the SL classroom.

What is communicative language teaching?

The concept of communicative language teaching has grown out of the notion that solely teaching grammar is not enough to prepare students for using the language independently. This method of teaching proposes that students need to understand the meaning and the communicative function of a language in order to learn the language.

David Wilkins, a theorist closely linked with communicative language teaching, suggests that language teaching should be organized into notional (relating to meaning) and functional (relating to communication) syllabi. He suggests that the concept of communicative functions (to which he credits Holladay) may be the most important aspect of this framework. Other contributors to this theory, such as Jan van Ek, build on Wilkins’ terms and ideas, but interpret them somewhat differently. In place of communicative function, they substitute language function, referring to what people do through language. To learn more about communicative language teaching and its history click here.

What are language functions?

A lot of what we say is for a specific purpose. Whether we are apologizing, expressing a wish or asking permission, we use language in order to fulfill that purpose. Each purpose can be known as a language function. Savignon describes a language function as “the use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes” (Savignon, 1983). By using this idea to structure teaching, the instructional focus becomes less about form and more about the meaning of an utterance. In this way, students use the language in order to fulfill a specific purpose, therefore making their speech more meaningful.

What are some examples of functions of language?

If we think about a function of language as one that serves a purpose we can see that much of what we see can be considered to be functional. Let's take the example of going to a dinner party. Arriving at the dinner party we may introduce ourselves, thank the host and ask where to put our coats. During the dinner we may congratulate someone on a recent accomplishment, ask advice, express affection and compliment the host on the meal. Each of these individual utterance are considered functions of language.

How can we teach functions of language?

Krashen and Terrell (1983) suggest that basic communication goals can be expressed in terms of situations, functions and topics. It is up to the teacher to plan the situations within which students will be able to use their language for a purpose in the classroom context. For instance if the topic being learned is family and relatives then the situation may be introductions or visiting relatives. By creating a situation the teacher is providing the necessary context students need to use the language for a function.

In addition to creating situations, teachers must also be prepared to explain that there may be a large number of possible ways to fulfill each function of language. For instance greeting an elderly lady on the street would differ from greeting a peer in their home. Choosing the appropriate way in which to say something will partly depend on:

1. ?your social standing relative to the person you are talking to;

2. ?how well you know the person;

3. ?who is listening; and

4. ?the circumstances under which the communication occurs.

Open this link to look at some materials called Language Ladders, and note their similarities and differences as a way of answering the following three questions:

What is a language ladder?

A language ladder is a resource that models different ways to express oneself through different functions of language.

What are the characteristics of a language ladder?

Each language ladder encompasses one function of language. ?The ladder includes several ways in which the function of language can be expressed ranging from formal to less formal. ?The language ladder also includes a visual in order to provide some context for the learner and is written in the Target Language.

What is the PURPOSE of a language ladder?

The purpose of the language ladder is to provide language learners with the tools needed to express different functions of language in multiple contexts and situations. By using language ladders in the classroom, teachers are able to provide supports and structure for students so that they can learn and use functions of language successfully. ? Language ladders be used to introduce new concepts, review previously learned materials or as everyday supports for classroom commands and expressions. Language ladders could also be used as an activity for students where they are responsible for creating their own.

Teaching language functions

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

Introduction

? ? ? ? ? ? ? There are many different languages in our world that are different. And each language has its rule. Language function is a part of the language. Also, each language has its function, which is used to communicate. Moreover, language function makes us to communicate correctly. If we don't know about language function, the sentences that we talk to other people will not complete. Although they can understand, but it can change the meaning. As we are teachers, we should be careful in teaching the function of language because if we teach a wrong function, it means that the students will receive a wrong language system, too. Therefore, the teachers should be careful about the usage of verbs or tenses, phrases, structures and vocabulary because these are the main factors that we can make our students to write or speak English correctly. Nowadays, there are many ways to teach the students to learn language functions. Some students think that language functions are boring. Then, they don't want to learn. However, we should use the better teaching technique for our students.

Parker (2009) suggests that function is what the language used in language learning such as requesting, apologizing, ordering etc.

In my view, I think that the function of the language is something to control the meaning or expression of the communication.

The language functions.

? ? ? ? ? ? ? When we talk about language functions, we are talking about the reason we use a language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves. We can break this down into language functions. When we communicate with language, we can:

Compare and Contrast

Make a complaint

Express love or anger

Persuade someone

Give advice

Ask for something

Ask for something politely

Hide the truth (lie)

Warm

Give information

Explain a process

Apportion blame

Avoid saying anything and so on.

Each language function can be associated with certain grammatical forms. For example, we often use modal verbs in a polite situation,

Might I borrow your pen?

Compare this to when the language function is one of demanding:

Give me your pen!

Although each language function deals with one main communicative need, it can cover different situations.

For example, "Asking for information & directions" can be used not only in the context of tourists finding their way round town, but also with new employees who need to find their bearings in a large firm. The same goes for "Instructing others". Here the relevant language will be about giving orders, making strong suggestions etc. these can be used at work and also outside work at a hotel, when hiring a car, ordering a meal, etc.

There are 3 types of the language function such as:

First of all, informative languages function: essentially, the communication of information. They are:

The informative function affirms or denies propositions, as in science or the statement of a fact.

This function is used to describe the word or reason about it.

These sentences have a truth value. The sentences are either true or false.

Secondly, expressive languages function: reports feelings or attitudes of the writer or speaker, or of the subject.

? ? ? ? ? ? ? For examples:

Poetry and literature are among the best examples, but much of, perhaps most of, ordinary language discourse is the expression of emotions, feelings or attitudes.

Two main aspects of this function are generally noted: evoking, certain feelings and expressing feelings.

The last one, directive languages function: language used for the purpose of causing overt action.

The directive function is most commonly found in commands and requests.

Directive language is not normally considered true or false.

Example of this function: "Close the windows." The sentence "You're smoking in a nonsmoking area," although declarative, can be used to mean "Do not smoke in this area."

How to teach language functions.

The teacher should understand with the function of language clearly. In teaching, the teacher must give the students an example in each function. Moreover, the teacher may give them a situation that they can express the language function. For example: a student is at the restaurant, she wants to order something for her lunch. What will she say to a waiter? This is an example that the teacher may give to their students to think what the girl will say in order to order something. Therefore; ordering food is a function language.

Parker (2009) explains that introducing students to the function of language, the teacher can give them to perform tasks or talk about the past, present, or future. Although, the beginner level can learn how to greet people. The important thing to remember when teaching function language, the teacher should:

Remember that the function does not appear in isolation. A request, or incitation, needs a reply. So, to give the students for a task, the teacher should teach in appropriate pairs.

Intonation is very important in speaking English when the function of language is presented. The tone in speaking and emphasis is just as important as the particular choice of words. For example, "Could I have your attention, please? It is used when we speak in class, even though it is spoken as a request, is a demand. "Could I have ... the spaghetti? Which is spoken in a restaurant, would be a polite request.

Remember the aspect of appropriacy. It is very important that the students must be careful of different situations which either for called formal English or allowed for a less formal option. In a restaurant, "Can I have the spaghetti?" It is less polite than "Could I have the spaghetti, please?"

? ? ? ? ? ? ? Moreover, he says that one function can have many different language functions. Here are the examples of different functions:

If you say anything, I will tell your parents. (Function-Threat/Warning)

I'll do the hovering, if you do the washing up. (Function-Negotiation)

I'll go to the shops for you. (Function-Offer)

? ? ? ? ? ? ? And one function can be expressed using several different language structures. For example:

If I were you, I'd ..... (2nd conditional)

Why don't you ...... (Present tense - question - negative)

You should / ought .... (Modal/auxiliary verb)

? ? ? ? ? ? ? In addition, to teach a language function, the teacher may give the students some tasks or talk with them about the situations. The teacher should allow the students to study in the role play. In each situation, the students ought to tell the functions of language. To do like this will help the teacher knows the students ability in using language function.

Examples of language function.

? ? ? ? ? ? ? There is an example of teaching language function for students that I have planned to teach about these topics. In each topic, I write the functions of language that they will learn.

Topics & Functions

There are example situations to use language function at various places.

Introductions and commands.

? ? ? ? ? ? ? Vocabulary

I'm - I am

It's - It is

Let's - Let us

Don't - Do not

The example's tasks.

? ? ? ? ? ? ? What's the real meaning?

The dialogue below shows the different exchange between the student and teacher.

Ann: I can hear the phone.

Paul: I'm watching TV.

Student: Why does Paul say "I'm watching TV"?

Teacher: Because he's is doing it now- at the moment of speaking.

Student: But John is there - he can see that Ann is having her lunch.

Teacher: Exactly. It's happening now.

Student: But why?

The feedback

The teacher does not focus on the functional meaning of Paul's utterance. In this context, Paul is making an excuse - "I'm not going to answer the phone because I'm having my lunch". It is only focused on the grammatical meaning of the structure Paul uses, does not to make this clear.

Key Skill

Understanding the underlying social meaning of certain utterances is at the heart of functional language. We often use language because we want to perform some kind of communicative act like making a request or offering advice. The expressions that we use to achieve this are known as functional exponents.

Research

According to Saichon Deeprasit, research on Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. The purpose of this research was to analyze the language functions of authentic materials which had not been developed for educational purpose. Authentic materials were firstly analyzed into themes, topics and sub topics. Then their language functions were analyzed and developed six lesson plans for high school students. She used 70 authentic materials which were analyzed within 12 themes and the language functions were analyzed following 6 language function groups and 6 lesson plans were developed according to the highest frequency of occurrences found in each language function group. The language functions of imparting and seeking factual information; reporting including describing and narrating were the highest frequency of occurrences (84.29)

From the research, it was found that in teaching language function, the students need to report, describe and narrate.

It is a secondary research because the researcher has study from the language functions of authentic materials. (Saichon: Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching)

Conclusion

? ? ? ? ? ? ? From this research I think that it is very important for the teacher in teaching language function because it is based on communication. Most of the students do not understand with the function of language. Sometime, the students don't know when they are used in the situation and how they should talks with a receiver.

In my research, there are about the meaning of language functions, how to teach language functions and the examples of language functions.

I am teaching grade 11 and the English textbook consists of 8 language functions, Introducing people, Giving an opinion, Giving directions, Making arrangements, Making a phone call, In a café, Buying a train ticket, and Giving advice. My students can communicate in English from these various situations both inside and outside classroom. They know not only what functions they can use with those situations, but also the language culture. For example, they can tell the tourist the way to Nong Prajak Park, or they can introduce their new friends to a foreign teacher. They also understand the appropriateness in using the language in formal or informal way. To illustrate, they said, "May I come in, please?" to get a permission from the teacher to enter the class whereas they said, "Can I use your pen?" to their friends. Besides, they can use the certain vocabulary according to the situations. They use the word, "pay attention" which means to be interested in. On the contrary, "pay a lot of money" which means to spend money.

Through my learning experience with Ajarn Steve Graham, language functions have benefited me in various ways. First of all, I can communicate in various situations by using the knowledge from the classroom to apply using them in reality. Moreover, on reading skill, I can cope with skimming, scanning, or even speed reading. In addition, on writing skill, I can express my ideas, agree or disagree from the articles both in the textbook and the one on his website, "Harmony at all cost?" Secondly, the comic section interests me in choosing the characters and making the dialogue which I think I won't have a chance to create this language function by myself. Most importantly, I have a good opportunity to express my opinion and discuss the interesting topics such as the educational system in Thailand and I can produce the target language from reading and writing skills through speaking skill.

Language function is one of the major factors that ESL students need to learn. The potential communication has been created from the classroom first and the most success will consequently happen in the real world.

References

Alison Parker (2009). Why teach functions?. Retrieved December 26,2009, from http://www.teflengland.co.uk/blog.asp?blogid=26

Retrieved December 25, 2009 from http://schoolofTESL.com

http://wiki.answers.com/Q/What_are_the_functions_of_the_Engish_language

H.G.Widdowson(1978). Teaching language as communication. Oxpford University press.

Saichon Deeprasit. Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. Chiang Mai University.