Unit 28: Identifying the functions of learners´ language

In the last blog entry we covered language functions from the teacher´s perspective, now in this entry we will cover the functions or purposes of students using certain language in the class. The exponents learners use will vary according to their needs and level. For instance in this entry I will outline three stages of a lesson and possible learners´ language functions.

The first stage is when the teacher enters a class, in that precise moment students will greet by using exponents as “good morning”.  A second stage is when a teacher explains the agenda for the class and students might ask for clarification  of one activity by using exponents a “Did you say we will be listening a song today?” .  During practice stage, as a pre listening activity students will speculate what the recording will be about, this will make them acknowledge the activity and what they have to do on it. In the production activity if the teacher asks learners to retell what they heard they may self-correct  wrong information or language. As it could be evidenced each stage can provide practice opportunities for learners to use language according to the functions they want to express.

I have realized so far that learners´ language functions should be presented step-by-step so that students become familiarized with the utterances and it becomes natural for them to use them. Thus we must encourage learners to use them regularly, having a list of phrases to use in the class will help students use them in the class.


For additional information, please check:
Sargent, D (2007)Task-Teaching ESOL Students Through Language Functions. Instructor The School of Teaching ESL. Retrieved from http://www.schooloftesl.org/publications/2007wasol_denny.pdf
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamilla's "Sociocognitive functions of L1 collaborative interaction in the L2 classroom." The Modern Language Journal, 83(2), 248-254.