Teaching language functions Essay Example

have messages between ourselves. We can interrupt this down into linguistic communication maps. When we communicate with linguistic communication, we can:

1. Compare and Contrast
2. Make a ailment
3. Express love or choler
4. Persuade person
5. Give advice
6. Ask for something
7. Ask for something courteously
8. Hide the truth ( prevarication )
9. Warm
10. Give information
11. Explain a procedure
12. Apportion incrimination
13. Avoid stating anything and so on.

Each linguistic communication map can be associated with certain grammatical signifiers. For illustration, we frequently use average verbs in a polite state of affairs,

Might I borrow your pen?

Compare this to when the linguistic communication map is one of demanding:

Give me your pen!

Although each linguistic communication map trades with one chief communicative demand, it can cover different state of affairss.

For illustration, `` Asking for information & A ; waies '' can be used non merely in the context of tourers happening their manner round town, but besides with new employees who need to happen their bearings in a big house. The same goes for `` Teaching others '' . Here the relevant linguistic communication will be about giving orders, doing strong suggestions etc. these can be used at work and besides outside work at a hotel, when engaging a auto, telling a repast, etc.

There are 3 types of the linguistic communication map such as:

First of all, enlightening linguistic communications map: basically, the communicating of information. They are:

• The enlightening map affirms or denies propositions, as in scientific discipline or the statement of a fact.
• This map is used to depict the word or ground about it.
• These sentences have a truth value. The sentences are either true or false.
• Second, expressive linguistic communications map: studies
  

feelings or attitudes of the author or talker, or of the topic.

For illustrations:

• Poetry and literature are among the best illustrations, but much of, possibly most of, ordinary linguistic communication discourse is the look of emotions, feelings or attitudes.
• Two chief facets of this map are by and large noted: evoking, certain feelings and showing feelings.
• The last one, directing linguistic communications map: linguistic communication used for the intent of doing open action.
• The directing map is most normally found in bids and petitions.
• Directing linguistic communication is non usually considered true or false.
• Example of this map: `` Close the Windowss. '' The sentence `` You 're smoking in a nonsmoking country, '' although declaratory, can be used to intend `` Do non smoke in this country. ''

How to learn linguistic communication maps.

The instructor should understand with the map of linguistic communication clearly. In instruction, the instructor must give the pupils an illustration in each map. Furthermore, the instructor may give them a state of affairs that they can show the linguistic communication map. For illustration: a pupil is at the eating house, she wants to order something for her tiffin. What will she state to a server? This is an illustration that the instructor may give to their pupils to believe what the miss will state in order to order something. Therefore ; telling nutrient is a map linguistic communication.

Parker ( 2009 ) explains that presenting pupils to the map of linguistic communication, the instructor can give them to execute undertakings or speak about the yesteryear, present, or hereafter. Although, the novice degree can larn how to recognize people. The of import thing

to retrieve when learning map linguistic communication, the instructor should:

1. Remember that the map does non look in isolation. A petition, or incitement, needs a answer. So, to give the pupils for a undertaking, the instructor should learn in appropriate braces.
2. Intonation is really of import in talking English when the map of linguistic communication is presented. The tone in speech production and accent is merely every bit of import as the peculiar pick of words. For illustration, `` Could I hold your attending, delight? It is used when we speak in category, even though it is spoken as a petition, is a demand. `` Could I have... the spaghetti? Which is spoken in a eating house, would be a polite petition.
3. Remember the facet of appropriacy. It is really of import that the pupils must be careful of different state of affairss which either for called formal English or allowed for a less formal option. In a eating house, `` Can I have the spaghetti? '' It is less polite than `` Could I have the spaghetti, delight? ''

Furthermore, he says that one map can hold many different linguistic communication maps. Here are the illustrations of different maps:

1. If you say anything, I will state your parents. ( Function-Threat/Warning )
2. I 'll make the hovering, if you do the rinsing up. ( Function-Negotiation )
3. I 'll travel to the stores for you. ( Function-Offer )

And one map can be expressed utilizing several different linguistic communication constructions. For illustration:

1. If I were you, I 'd... .. ( 2nd conditional )
2. Why do n't you... ... ( Present tense - inquiry - negative )
3. You should
   

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

In add-on, to learn a linguistic communication map, the instructor may give the pupils some undertakings or speak with them about the state of affairss. The instructor should let the pupils to analyze in the function drama. In each state of affairs, the pupils ought to state the maps of linguistic communication. To make like this will assist the instructor knows the pupils ability in utilizing linguistic communication map.

Examples of linguistic communication map.

There is an illustration of learning linguistic communication map for pupils that I have planned to learn about these subjects. In each subject, I write the maps of linguistic communication that they will larn.

Topics & A ; Functions

There are illustration state of affairss to utilize linguistic communication map at assorted topographic points.

Introductions and bids.

Vocabulary

• I 'm - I am
• It 's - It is
• Let 's - Let us
• Do n't - Make non

The illustration 's undertakings.

• What 's the existent significance?
• The duologue below shows the different exchange between the pupil and instructor.
• Ann: I can hear the phone.
• Paul: I 'm watching Television.
• Student: Why does Paul state `` I 'm watching Television '' ?
• Teacher: Because he 's is making it now- at the minute of speech production.
• Student: But John is at that place - he can see that Ann is holding her tiffin.
• Teacher: Precisely. It 's go oning now.
• Student: But why?

The feedback

The instructor does non concentrate on the functional significance of Paul 's vocalization. In this context, Paul is doing an alibi - `` I 'm non traveling to reply the phone because I 'm holding my tiffin '' .

It is merely focused on the grammatical significance of the construction Paul uses, does non to do this clear.

Key Skill

Understanding the implicit in societal significance of certain vocalizations is at the bosom of functional linguistic communication. We frequently use linguistic communication because we want to execute some sort of communicative act like doing a petition or offering advice. The looks that we use to accomplish this are known as functional advocates.

Research

Harmonizing to Saichon Deeprasit, research on Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. The intent of this research was to analyse the linguistic communication maps of reliable stuffs which had non been developed for educational intent. Authentic stuffs were foremost analyzed into subjects, subjects and sub subjects. Then their linguistic communication maps were analyzed and developed six lesson programs for high school pupils. She used 70 reliable stuffs which were analyzed within 12 subjects and the linguistic communication maps were analyzed following 6 linguistic communication map groups and 6 lesson programs were developed harmonizing to the highest frequence of happenings found in each linguistic communication map group. The linguistic communication maps of conveyance and seeking factual information ; describing including describing and narrating were the highest frequence of happenings ( 84.29 )

From the research, it was found that in learning linguistic communication map, the pupils need to describe, depict and narrate.

It is a secondary research because the research worker has study from the linguistic communication maps of reliable stuffs. ( Saichon: Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching )

Decision

From this research I think that it is really of import for the instructor in learning linguistic

communication map because it is based on communicating. Most of the pupils do non understand with the map of linguistic communication. Sometime, the pupils do n't cognize when they are used in the state of affairs and how they should speak with a receiving system.

In my research, there are about the significance of linguistic communication maps, how to learn linguistic communication maps and the illustrations of linguistic communication maps.

I am learning class 11 and the English text edition consists of 8 linguistic communication maps, Introducing people, Giving an sentiment, Giving waies, Making agreements, Making a phone call, In a cafe , Buying a train ticket, and Giving advice. My pupils can pass on in English from these assorted state of affairss both inside and outside schoolroom. They know non merely what maps they can utilize with those state of affairss, but besides the linguistic communication civilization. For illustration, they can state the tourer the manner to Nong Prajak Park, or they can present their new friends to a foreign instructor. They besides understand the rightness in utilizing the linguistic communication in formal or informal manner. To exemplify, they said, `` May I come in, delight? '' to acquire a permission from the instructor to come in the category whereas they said, `` Can I utilize your pen? '' to their friends. Besides, they can utilize the certain vocabulary harmonizing to the state of affairss. They use the word, `` wage attending '' which means to be interested in. On the contrary, `` pay a batch of money '' which means to pass money.

Through my learning experience with Ajarn Steve Graham, linguistic communication maps have benefited

me in assorted ways. First of all, I can pass on in assorted state of affairss by utilizing the cognition from the schoolroom to use utilizing them in world. Furthermore, on reading accomplishment, I can get by with skimming, scanning, or even rush reading. In add-on, on authorship accomplishment, I can show my thoughts, agree or disagree from the articles both in the text edition and the 1 on his web site, `` Harmony at all cost? '' Second, the amusing subdivision involvements me in taking the characters and doing the duologue which I think I wo n't hold a opportunity to make this linguistic communication map by myself. Most significantly, I have a good chance to show my sentiment and discourse the interesting subjects such as the educational system in Thailand and I can bring forth the mark linguistic communication from reading and composing accomplishments through speech production accomplishment.

Language map is one of the major factors that ESL pupils need to larn. The possible communicating has been created from the schoolroom foremost and the most success will accordingly go on in the existent universe.

Mentions

1. Alison Parker ( 2009 ) . Why Teach maps? . Retrieved December 26,2009, from hypertext transfer protocol: //www.teflengland.co.uk/blog.asp? blogid=26 Retrieved December 25, 2009 from hypertext transfer protocol: //schoolofTESL.com hypertext transfer protocol: //wiki.answers.com/Q/What_are_the_functions_of_the_Engish_language
2. H.G.Widdowson ( 1978 ) . Teaching linguistic communication as communicating. Oxpford University imperativeness.
3. Saichon Deeprasit. Analysis of Language Functions of Authentic Materials Based on Communicative Language Teaching. Chiang Mai University.