Why teach functions?
Posted by Alison Parker - 18:54 on 12 April 2009
First, what do we mean by ‘functions’?
Function is what the language used is doing. For example, requesting, apologising, ordering etc.
By introducing students to functional language we can enable them to perform tasks, rather than simply talk about the past, present or future. Even, beginner levels can learn how to greet people, make an offer (Would it help if I….?) or make a suggestion (Why don’t we….). The meaning of the functional language is clear from the context in which it is used, a context which is familiar to all language students. Presenting the language through a clear situation makes the learning experience authentic (real) and more memorable for the students. It helps capture their interest, which increases motivation and, subsequently, aids learning. Being able to ask for something in a shop, after just a short language session, can be a very rewarding experience for any student. The idea of, say, visiting London becomes less daunting if they have their own internal phrase book.
Important points to remember when teaching functional language
1. Remember that functional language does not appear in isolation. A request, or invitation, needs a reply. So, to equip the students for the task, these should be taught in appropriate pairs.
2. Intonation is very important in spoken English when presenting functional language. The cadence (rise and fall) and emphasis is just as important as the particular choice of words. For example, “Could I have…..your attention?” spoken in class, even though couched as a request, is a demand. “Could I have…the spaghetti?” spoken in a restaurant, would be merely a polite request. The first would have flat intonation and emphasis on ‘attention’. The second would have a rising intonation at the end on ‘spaghetti’.
3. Remember the aspect of appropriacy. It is really important that the students are aware of the different situations which either call for formal English or allow for a less formal option. In a restaurant, “Can I have the beef?” is less polite and less formal than “Could I have the beef, please?”
A final point, but no less important, is the relationship between the language function and the language structure. For example;
• One structure can have many different language functions.
1. If you say anything, I will tell your parents. (Function – Threat/Warning)
2. I’ll do the hoovering, if you will do the washing up. (Function – Negotiation)
3. I’ll go to the shops for you. (Function – Offer)
• One function (for example, giving advice) can be expressed using several different language structures.
1. If I were you, I’d…….. (2nd conditional)
2. Why don’t you………. (Present tense – question – negative)
3. You should/ought…… (Modal/auxiliary verb)
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