Unit 4 Functions

 

Unit 4

Functions

According to Spratt, Pulverness, & Williams (2011), a function is the reason why people can communicate, which means that everything we say has a specific purpose. For example, apologizing, requesting, clarifying, greeting, thanking, and advising are all functions of language. In addition, a function is a way of describing how we use language. Generally, functions are usually used by exponents, which is the language we use to represent functions. In order to describe a function of the exponent, we need to consider the context in which the exponent is used. Moreover, the exponent can show levels of formality, also called register, which are the following: formal exponent is the way people talk about important situations between people they don’t know each other, and informal exponent is the way people talk between friends or familiar people. In other words, people will not use the same register to talk to others in different situations. In addition, informal exponent is sometimes colloquial (casual and conversational) and neutral (between formal and informal exponents). When we use a level of formality that suits a situation we are referring to appropriacy. In addition, Maryellen (2013) said that function is related to certain factors, such as meaning potential, language function and context. Therefore, people who learn other languages ​​will learn these functions easily if they practice in real situations. Combining function and grammar helps to make grammar meaningful to learners and helps them learn functions with grammatical structure, which can then be used in other contexts.

(Video taken from: https://www.youtube.com/watch?v=LW7ziNQadvk)

Thanks to this unit, we were able to refresh our knowledge about language function and how it works with grammatical structures. We were able to use the key concepts and interpret it in examples, since as future teachers it is important to be able to communicate in different contexts.

As future teachers, we can teach functions in different ways, for example:

1. To perform role-plays and debates which students use in real context.

2. To practice transforming language from formal exponents to informal exponents and to neutral exponents.  This is a great way to raise awareness of different possibilities in the same exponent.

In conclusion, it is important to learn about functions because as future teachers the best thing we can do is to expose learners to multiple languages ​​and the context in which they can be used.

Bibliography:

Spratt, M., Pulverness, A & Williams, M. (2011). The TKT course. Cambridge, U.K.:         Cambridge University Press.

Maryellen W. (2013). Learner-Centered Teaching : Five Key Changes to Practice. John Wiley &        Sons, Incorporated.

Extra material:

Heine, B. and T. Kuteva (2002) World lexicon of grammaticalization. Cambridge: Cambridge University Press.

Bybee, J.L. and P. Hopper (eds.) (2001) Frequency and the Emergence of Linguistic Structure. Amsterdam: Benjamins.