Functions

Taken from TKT Course – Grammar

TAC
Miss Alejandra Cañete Bustamante
• What is a function?
• When do we use functions?
• What is an exponent?
• How can we distinguish the level of formality
of a conversation?
 Functions
• A function is a reason why we communicate. Every
time we speak or write, we do so for a reason.
• What we say has a purpose or function.

Apologising Clarifying Disagreeing

Greeting Inviting
Interrupting Advising
Thanking Expressing preferences
Expressing obligation
Agreeing
Refusing
 Functions
• We can describe language itself in terms of its
grammar or its lexis.

• Functions are a way of describing how we use

language. When we describe the functions of language
we focus on the use of the language and its meaning
for the people who are in the context where it is used.
 Key Concepts
• Look at this table. What do you think an ‘exponent’ is?
Context Exponent Function
A boy wants to go to the ‘Let’s go to the Suggesting/making a
cinema with his friend cinema tonight.’ suggestion about going
tonight. He says: to the cinema.
A girl meets some people for ‘Hello. My name’s Introducing yourself
the first time. She wants to Emilia.’
get to know them. She says:
A customer doesn’t ‘Sorry, what do you Asking for clarification
understand what a shop mean?’ (asking someone to
assistant has just said. The explain something)
costumer says:
A girl writes a letter to a ‘Thank you so much Thanking someone for a
relative thanking her for a for my lovely...’ present
birthday present. She writes:
 Exponent
• It is the language we use to express a function.
Context Exponent Function

A boy wants to go to the cinema with ‘Let’s go to the cinema Suggesting/making a suggestion
his friend tonight. He says: tonight.’ about going to the cinema.

• In the third column, the functions are underlined, we

use the –ing forms of verbs to name functions. The
words after the function are not the function. They are
specific topics that the functions refer to in these
contexts.
 Exponent
• It can express different functions at the same time, it
depends on the context.
• ´I am so tired´ this could be an exponent of the
function of describing feelings.

– But who is saying it? What is the context in

– Who is she/he saying it to? which is being said?

– Where is she/he saying it?

 I’m so tired

Context Possible Function

A boy talking to his mother while he Requesting (asking) to stop doing
does his homework. homework

A patient talking to his doctor. Describing a physical state

• One exponent can express several different functions

because its function depends on the context. One
function can also be expressed through different
exponents.
 Exponent
• In what different situations would you use the
following exponents?
Lunch? Informal
–
– Coming for lunch?
– Come for lunch with us?
– Why don’t you come for lunch with us?
– Would you like to come to lunch with us?
– We would be very pleased if you could join us for lunch. Formal
 Levels of Formality
• These exponents express different levels of formality,
i.e. more or less relaxed ways of saying things.
• Formal language (more socially distant) is used in
more official and important situations amongst people
who do not know each other very well.
• Informal language (more socially casual) often occurs
in relaxed situations, amongst friends, people who
know each other very well or treat each other in a
relaxed way.
 Levels of Formality
• Informal exponents are sometimes colloquial, i.e. very
casual and conversational:
– He’s off his head, i.e. crazy
• There are also neutral exponents which we use when
we want to show neither great respect nor too much
casualness towards the person we are talking to. They
fall between formal and informal:
– Why don’t you come for lunch with us?
 Appropriacy
• It’s when people choose the level of formality according
to the situation. A teacher greeting a class:
– ‘I’d like to wish you all a very good morning’ or ‘Hi, guys!’
• Both of these are likely to be inappropriate (unsuitable)
in many classroom situations.
• It would probably be appropriate (suitable) for the
teacher to say ‘Good morning everyone’ or something
similar.
• Sometimes we can use inappropriate language to create
some effect:
– A shop assistant using great formality with a costumer may be
signaling that he would like the costumer to leave.
 Register
• It is the language that reflects the situation in which it
is used.
• ‘Hi’ Informal register
• ‘A very good morning’ Formal register
 Summarising
• Why are functions important?
• Is it important for teachers to identify the different
levels of formality to communicate with the different
entities from a school?
• What is the difference between content, exponent and
function?