Posted at 01.01.2019
There are many different languages in our world that are different. And each words has its rule. Language function is a part of the language. Also, each language has its function, which is utilized to communicate. In addition, vocabulary function makes us to converse accurately. If we have no idea about words function, the sentences that we speak with other people will not complete. Although they can understand, but it can change the meaning. As we are teachers, we have to be careful in instructing the function of words because if we coach a wrong function, it means that the students will get a wrong vocabulary system, too. Therefore, the teachers should be careful about the utilization of verbs or tenses, phrases, structures and vocabulary because these are the main factors that people can make our students to write or speak British correctly. Nowadays, there are many ways to instruct the students to learn language functions. Some students think that vocabulary functions are boring. Then, they don't want to learn. However, we ought to use the better coaching way of our students.
Parker (2009) suggests that function is what the language used in dialect learning such as asking for, apologizing, placing your order etc.
In my view, I feel that the function of the terminology is something to control the meaning or manifestation of the communication.
When we talk about language functions, we could talking about the reason why we use a vocabulary. In essence, the function of vocabulary is used for communication; we use the words to provide and receive messages between ourselves. We can break this into language functions. Whenever we communicate with terminology, we can:
Compare and Contrast
Make a complaint
Express love or anger
Ask for something
Ask for something politely
Hide the truth (lie)
Explain a process
Avoid saying anything and so on.
Each vocabulary function can be associated with certain grammatical varieties. For example, we often use modal verbs in a polite situation,
Compare this to when the dialect function is one of demanding:
Although each terms function handles one main communicative need, it can cover different situations.
For example, "Requesting information & guidelines" can be utilized not only in the context of visitors finding their way spherical town, but also with new employees who need to find their bearings in a large firm. Exactly the same goes for "Instructing others". Here the relevant vocabulary will be about presenting orders, making strong recommendations etc. these can be utilized at the job and also exterior work at a hotel, when employing a car, placing your order a meal, etc.
There are 3 types of the words function such as:
First of all, informative dialects function: essentially, the communication of information. They can be:
-The interesting function affirms or denies propositions, just as research or the affirmation of an undeniable fact.
-This function can be used to describe the term or reason about any of it.
-These sentences have a real truth value. The sentences are either true or wrong.
Secondly, expressive dialects function: reports emotions or behaviour of the writer or speaker, or of the subject.
-Poetry and literature are one of the better examples, but a lot of, perhaps the majority of, ordinary words discourse is the expression of emotions, emotions or attitudes.
-Two main areas of this function are generally known: evoking, certain feelings and expressing thoughts.
The previous one, directive dialects function: language used for the purpose of leading to overt action.
-The directive function is most commonly found in instructions and requests.
-Directive words is not normally considered true or phony.
-Example of this function: "Close the windows. " The word "You're smoking in a nonsmoking area, " although declarative, can be used to mean "Do not smoke in this area. "
The teacher should understand with the function of vocabulary clearly. In coaching, the tutor must supply the students an example in each function. Furthermore, the teacher can provide them a predicament they can express the words function. For instance: students reaches the restaurant, she desires to order something on her behalf lunch. What will she say to a waiter? That is a good example that the professor may give to their students to think what the girl will say to be able to order something. Therefore; placing your order food is a function words.
Parker (2009) points out that introducing students to the function of terms, the teacher can provide them to perform tasks or speak about the past, present, or future. Although, the newbie level can learn how to greet people. The important thing to keep in mind when teaching function terminology, the instructor should:
1. Understand that the function will not come in isolation. A submission, or incitation, needs a reply. So, to give the students for a task, the teacher should educate in appropriate pairs.
2. Intonation is vital in speaking English when the function of dialect is provided. The shade in speaking and emphasis is merely as important as the particular selection of words. For example, "Could I have your attention, please? It is employed whenever we speak in course, even though it is spoken as a need, is a demand. "Could I have the spaghetti? That is spoken in a restaurant, will be a polite demand.
3. Bear in mind the aspect of appropriacy. It is very important that the students must be cautious of different situations which either for called formal English or allowed for a less formal option. In a very restaurant, "MAY I have spaghetti?" It is less polite than "MAY I have spaghetti, please?"
Moreover, he says that you function can have many different terminology functions. Listed below are the examples of different functions:
1. In the event that you say anything, I'll tell your parents. (Function-Threat/Warning)
2. I'll do the hovering, if you carry out the washing up. (Function-Negotiation)
3. I'll go to the shops for you. (Function-Offer)
And one function can be portrayed using a number of different language structures. For instance:
1. EASILY were you, I'd. . (2nd conditional)
2. Why don't you (Present tense - question - negative)
3. You should / ought. (Modal/auxiliary verb)
In addition, to instruct a dialect function, the educator can provide the students some duties or talk to them about the situations. The teacher should permit the students to review in the role play. In each situation, the students ought to tell the functions of terminology. To do similar to this can help the teacher knows the students potential in using language function.
There can be an example of educating terminology function for students that I have planned to teach about these subject areas. In each matter, I write the functions of words that they can learn.
Topics Terms functions
-Making ingredient/complex phrases.
-Listening to a man college learner.
-Reading about interpretation of colors.
-Writing about making decisions.
Types of Sentences
-Describing things that may be counted, categorizing things.
-Listening to a foreign student discussing the meals her roommate loves to eat.
-Reading about An American performer story.
-Writing about shopping at the supermarket.
Countable and uncountable nouns.
-Listening to an African man talking about his diet plan.
-Reading about finding fats Santa.
-Writing about an advertising for Santa.
Singular and Plural
-Describing objects, people.
-Listening to a guy talking about sports.
-Reading about a Cat story.
-Writing about supplying opinion.
Determiners and Adjectives
-Drawing conclusion, Describing habits.
-Listening to a guy discussing his dog.
-Reading about A computer Whizz.
-Writing about making a list.
-Making sentences impersonal.
-Listening to a female discussing famous landmarks.
-Reading about oldest soccer ball.
-Writing about characters of inquiry.
-Asking about things that took place recently,
-Listening to man talking about his last holiday.
-Writing about creating an article.
-Talking about the near future.
-Listening to a man discussing his future ideas.
-Reading about going back to school.
-Writing about your strategies for future years.
-Creating perfect tenses.
-Listening to a woman referring to herself.
-Reading in regards to a pilot report.
-Writing about fixing a difficulty.
-Listening to a female talking about U. S. wedding practices.
-Reading about hearing loss.
-Writing about your thoughts and opinions.
Adjective Clauses and Phrases
-Reading about couch belt law.
-Writing about radio advertisements.
-Listening to a Spanish girl discussing culture surprise.
-Reading about Pet animal rights
-Writing about environmental problems.
-Creating noun clauses.
-Listening to a man discussing a weird account.
-Reading about business.
-Writing about planning.
Nouns Clauses and Reported Speech
Present, Future, and Past Perfect
-Talking about basic truths, unreal situations.
-Listening to a female talking about occasions that are not true.
-Reading about gadgets.
There will be the test lists of dialect functions.
Describe (people, places, things, encounters)
Express + (other moods)
Ask for information
Offer to do something
Ask for permission
Give and accept or refuse
Instruct how to do something
Talk about similarities
Talk about differences
The table from the institution of coaching ESL. (www. schoolofTESL. com)
I'm - I am
It's - It is
Let's - Let us
Don't - Do not
(Formal) Good morning Good afternoon Good evening
Hi! I'm Ploy. Hi! I am Ploy. Hi! I'm Ploy.
Hello. I am Ploy. Hello. I'm Ploy.
Hi! Nice to meet you.
Hi! It's nice to meet you.
Hi! Nice to meet you, too.
Hello. It's nice to meet you. I'm Ploy. I'm Ploy Surathana.
Hello. It's nice to meet you. I am Ann.
Hello. I'm very happy to meet you. I'm Kai. I'm Kai Srisuk.
Hello. I'm very happy to meet you. My name is John Kanyon.
Hello. I'm very happy to meet you. My name is Aoy and I'm your tutor.
What's the true meaning?
The dialogue below shows different exchange between the student and tutor.
Ann: I could hear the telephone.
Paul: I'm watching TV.
Student: Why does Paul say "I'm watching television"?
Teacher: Because he's is doing it now- at this time of speaking.
Student: But John is there - he can see that Ann is having her meal.
Teacher: Exactly. It's happening now.
Student: But why?
The teacher does not concentrate on the functional interpretation of Paul's utterance. In this particular context, Paul is making a justification - "I'm not heading to answer the telephone because I'm having my lunch". It is merely focused on the grammatical so this means of the framework Paul uses, will not to get this to clear.
Understanding the underlying social interpretation of certain utterances is at the heart and soul of functional words. We often use words because we want to perform some type of communicative become implementing or offering advice. The expressions that people use to achieve this are known as useful exponents.
According to Saichon Deeprasit, research on Research of Language Functions of Authentic Materials Predicated on Communicative Language Coaching. The goal of this research was to investigate the vocabulary functions of authentic materials which was not developed for educational goal. Authentic materials were firstly analyzed into themes, topics and sub subject areas. Then their language functions were analyzed and developed six lessons plans for high school students. She used 70 authentic materials which were examined within 12 designs and the words functions were examined following 6 words function teams and 6 lessons plans were developed based on the highest regularity of occurrences found in each terms function group. The words functions of imparting and seeking factual information; confirming including describing and narrating were the highest frequency of occurrences (84. 29)
From the study, it was discovered that in teaching language function, the students need to record, summarize and narrate.
It is a secondary research because the researcher has analysis from the words functions of authentic materials. (Saichon: Research of Language Functions of Authentic Materials Predicated on Communicative Language Coaching)
From this research I think that it is vital for the tutor in teaching language function since it is dependant on communication. A lot of the students do not understand with the function of terminology. Sometime, the students don't know when they are used in the situation and how they should talks with a device.
In my research, there are about the meaning of language functions, how to instruct terminology functions and the types of language functions.
I am instructing quality 11 and the British textbook contains 8 terms functions, Producing people, Giving an impression, Giving guidelines, Making plans, Making a telephone call, Inside a caf, Investing in a train solution, and Giving advice. My students can talk in English from these various situations both inside and outside school room. They know not only what functions they can use with those situations, but also the dialect culture. For instance, they can tell the tourist the best way to Nong Prajak Area, or they can expose their new friends to a foreign teacher. They also understand the appropriateness in using the terms in formal or informal way. To illustrate, they said, "May I come in, please?" to get a agreement from the tutor to get into the school whereas they said, "MAY I use your pen?" with their friends. Besides, they may use the certain vocabulary based on the situations. They use the term, "pay attention" which means to be thinking about. On the contrary, "pay a lot of money" this means to invest money.
Through my learning experience with Ajarn Steve Graham, terminology functions have benefited me in various ways. To begin with, I can speak in various situations utilizing the knowledge from the school room to apply with them in reality. Moreover, on reading skill, I can handle skimming, scanning, or even accelerate reading. In addition, on writing skill, I could exhibit my ideas, acknowledge or disagree from the articles both in the textbook and the one on his website, "Harmony by any means?" Second, the comic section needs me in choosing the characters and making the dialogue that i think I will not have an opportunity to create this terminology function by myself. Most importantly, I've a good chance to express my judgment and discuss the interesting matters including the educational system in Thailand and I can produce the prospective terms from reading and writing skills through speaking skill.
Language function is one of the major factors that ESL students need to learn. The communication has been created from the classroom first and the most success will consequently happen in real life.