LANGUAGE FORMS AND FUNCTIONS

UNIT 1: TASK 4 - COLLABORATIVE WORK 2

PRESENTED BY:

GRUPE:

TUTOR (A):

NATIONAL OPEN AND DISTANCE UNIVERSITY (UNAD)

SCHOOL OF EDUCATION SCIENCES (ECEDU)

BACHELOR DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

2020
Make either a concept map or a mind map about the whole chapter. Then,
answer the following questions posting them on the forum. Be sure to comment
on your peers’ contributions.

1. What do you think of the following quotation, which opens the chapter:
To promise, to marry, to vow… All of these language functions and many
more… Create more meaning than words, sounds, and sentences.

I think this expression is appropriate because 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 functions, some examples there are: compare and contrast,
persuasion, asking questions, expressing likes and dislikes, cause and
effect, summarizing, sequencing, predicting, agreeing, disagreeing etc,
When teaching about language functions, it is important that teachers
explicitly teach the vocabulary and phrases associated with each
language functions.
It’s different words but with similar meanings, the phrase means that
although their meanings are similar these words are used for many
different things.

2. Explain the following statement: Language functions are the

sociocognitive processes of the human’s Neuro-Semantic Language
Learning System.

Language functions: English speaker typically study language from a

structural perspective. These structures include words, sounds,
morphemes, phonemes, sentences parts of speech, sentences order,
sentences structure and vocabulary. The primary assumption is that a
speaker learns these structures in the process of acquiring language.

The socio (social) piece is the way that a person uses language to
communicate with and to other people. And, the cognitive piece is the
way a person thinks.
Social skills are considered as a whole complex interpersonal behaviors.
The term skill is used to indicate that social competence is not a feature
of personality, but rather a set of learned and acquired behaviors.
At the same time, cognitive skills facilitate the construction of knowledge,
operating directly on information: collecting, analyzing, understanding,
processing and storing information in memory, and then retrieving it and
using it where, when and how it is convenient.

What is the language function of extension and how does extending

meaning help develop concrete cognition?

The cognitive component is how the child is learning to think about his or
her world. As an extension of the environment, the child connects literally
and physically to the world´s surface.
As the child cognitively acquires the perceptual patters of the world´s
surface, the child also responds physically with gross motor movements
so that muscles develop strength. The child´s own thinking is developing
from being an extension of others to being separate; from being parts of
the ground the being able to sit independently.
It is when a person no longer depends on certain things in their
environment to help themselves but does it on their own. Expanding the
vocabulary helps a lot to the person since it finds ways to be able to
solve problems and that way his thinking develops and becomes more
critical.

The expanded language functions are probably the most important social
and cognitive developments acquired by a child learning to think critically
and problem solve. Through these expanded language functions, a
speaker can talk about ideas that cannot be seen, such as micro-
organisms, or how to take a flight into space even though the person has
never been there before, how to invent a new tool, create a one-of-a-kind
masterpiece, or study ancient Babylon. These expanded language
functions begin as soon as a child’s cognitive development begins with
the sensory input developing into patterns that form systems of concepts.
 1.    Explain what expanded language functions are?

There are many different classifications systems available for looking at the
purposeful uses of communication.

Intentionality
Before looking at types or purposes of languages from the child, it will be
important to observe and understand about how intentional the child´s daily
communication is. By the intentional is meant:
Does the child ever deliberately signal a message to others? If the child
engages in direct, observe behavior. Even if he is not looking directly at the
person, he may have used peripheral vision to check if someone is around.
More observations might be needed in case of the latter.
Do the adults and other children in the child´s life predominately need to
observe what he is doing and make a guess at what he may or may not want?
This means the communication partner does all the work and has to learn to
“read” the situation.

Example Intentional/Non
intentional
Cami takes his teacher by the hand, walks to the Intentional
cupboard, and points upwards. (the teacher knows
his favorite toy is kept in that cupboard
Caro sees the new toy on the table and goes and Non intentional
grabs it
Andrea sees that the teacher has a new toy on the Intentional
table. she goes to the table, looks briefly at her, she
says “ tray it” and she grabs it.
Tim scream and throws things after and intense Non intentional
morning: his teacher thinks he needs a break and
directs him to quiet corner of the room

1. Explain and provide examples of the following social

intention functions: greeting, rejecting, denying,
existing, and requesting. Each member of the group can
choose one. Post your selection on the forum.

Denying
It cant be considered as an element of linguistics that is used to
deny an expression or a component of a sentence.

It is also a way of reacting to o fair criticism, without giving too

may excuses or justifications.
 Examples
You have done the task too slowly …
Waths wrong with going to the movies?
I wont to go Juans birthday party
2.    Explain and give examples on your own of each one of the expanded
functions: displacement, semanticity, flexibility, productivity, and
redundancy. Once again, each person in the group can choose one, but
you have to post your selection in the forum.
Concept Definition
Displacement
Semanticity The child acquires the
semantic features that
become semantics
relationships that represent
concepts which overland and
layer to from more complex
meaning.
Lexical tags
Flexibility Displacement and semanticity
are two types of expanded
language functions that take
the basic semantic
                        relationship of an agent,
action, and object and move
the meaning, these language
functions allow the speaker to
be more flexibility with
language.
Example
The child represents
their own unique
meaning that
concludes from their
unique experiences
of the concepts and
learning
arrangements
If a 3-year-old hears
that some object
is made
of aluminum (an
unfamiliar word), they
should focus attention
on material properties
(texture, color). If they
then hear that the
object has a
gauge, they should

Productivity Flexibility like displacement
and semanticity, increase a
person´s ability to use
language in a variety of ways
for a variety purpose. These
expanded language functions
help the person become more
productive, because the
person who has a maximum
use to this expanded
language functions.
Redundancy When speaker continues to
acquire meaning through the
neuro- semantic language
learning system, then the
speaker may try to use more
words to convey a particular
meaning.
shift attention from its
material to some
noticeable part.
It’s becoming
productive shows,
what has apparently
been non-productive
for many decades or
even centuries may
suddenly come to
some degree of
productive life, and it
may do so in certain
dialects or sociolects
while not in others.
Forever and ever –
ever is completely
unnecessary as it
just serves as a
duplicate of forever.

How can the knowledge of language functions affect your teaching now or
in the future?  
The education of the 21st century is presented as a fundamental propitious of
the educational process that the student achieves a significant learning; The
tools of work. However, many teachers continue to use repetitive and memory
methodologies. Since learning is significant in the process of orientation in
learning where it develops in the cognitive structure of the student, on the one
hand, in the simple fact of knowing the quantities, in the concepts, in the
cognitive knowledge. New learning and student knowledge are effective and
dynamic. 
Meaningful learning is related to the idea of learning to learn. That is, having
access to the acquisition of skills or abilities that we have to develop a personal
development or other concepts, strategies, logical reasoning and principles that
can be transferred to other tasks or life experiences. 
Learning to learn is to arrive at the acquisition of how to learn more, and
globally, learn to establish solutions and problems. Achieve a mental discipline
to deal with the range of situations or knowledge.