Language forms and functions
Task 4 - Identifying language
functions Luz Dary Jiménez
Nury Paola Santamaría Luisa Fernanda Arias Fabián Salazar Pérez Dirlay Álvarez Ordoñez
2021
introduction
One of the needs of the human being is to communicate, this is a process that is applied in different ways depending on the messages that you want to transmit or the medium that is used, little by little the human being develops communication skills that are adapted to the context where Thus, there are different language functions that allow the individual to develop the same from childhood and advance in cognitive and social processes throughout life.
What is the language function of extension and how does extending meaning help develop concrete cognition?
Well, the extending meaning help to develop concrete cognition in the children thanks to their environment and all the things they live day by day. They learn to listen to their parents, playing with their friends, in the relationship with the environment the child can be related with the others and expand their language and knowledge about relations, meanings, and emotions. All of this gives to the child the capacity to expand the communicative skills and extend his/her cognitive function.
Language functions allow a human to create a variety of cultural identities unique to the products of the human language learning system such as economic or political systems and rule-governed societies (e.g., Dance, 1985). According to this language, functions allow everybody to learn, create our unique identity because every day we as human beings, learn how to express but thinking in the other who is listening to us, what they would feel with my expressions and if it’s correct the meaning of what I want to say.
social intention functions
c. Explain what expanded language functions are.
Greeting
Hello! Come, sit here.
When a three-year-old child, Nick, sees his father come home from work, he runs, hugs him, looks him in the face and says, "Daddy, come play." This expression is not just a simple sentence; it is both a greeting and a request.When a three-year-old child, Nick, sees his father come home from work, he runs, hugs him, looks him in the face and says, "Daddy, come play." This expression is not just a simple sentence; it is both a greeting and a request.
Example
Rejecting
The language function of not accepting what a person says, does, or offers; often developed in the first couple of years of language and can be demonstrated non-verbally or verbally.
A child comes to his grandmother's house, his desire is to play with her, she indicates that he cannot do it, that later, after a while, the grandmother goes to the child, with the desire to play with him, but He immediately indicates that he does not want to play that he is watching television, immediately the rejection of the child for this activity is denoted, which the desire.
Example
negating
existing
Example
There is a birthday party for a small child attended by friends of the birthday boy's mother, one of them takes her adolescent son, he begins to make gestures of displeasure and feel bored, this semantic meaning expresses the desire to his mother to get out of there since he does not feel in an environment for him because he is at a children's party and their tastes are different from his.
Existing is a social function that is developed by showing interest in the presence of someone in a certain place, the way of acting of an individual, it is a semantic meaning that defines whether or not the existence of a person is desired in some context to a conclusive end.
Example
In the first picture, the person is asking his girlfriend “Will you marry me?” and she looks excited so probably the answer will be yes. In the second one, the woman is requesting a favor from his partner.
requesting
This is asking for information or asking to someone to do something without giving an explanation, the other person may do or not.
expanded language functions
It is the form of communication of the language of a child which he acquires at an early age and which he generates intensional meanings, which may be directed towards a point of view, but it is not what he really means, that is, we must have the ability to guess and read the intention to understand the situation that he wants to convey through his behavior.
displacement
Displacement Children with neuro-typical language development acquire an adult grammar of language structures by seven or eight years of age. However, social intentions continue to expand and develop through a variety of language functions. Because language functions consist of a social and a cognitive component, this progression of development means that social and cognitive development continue to progress as well. From simple greetings in the here-and-now with Grandma, to greetings that occur across time through electronic or snail mail, the child continues to use language to create a variety of social and cognitive meanings. This change in referring to others and their actions in the here-and-now to referring to acts that are not seen or touched is another type of language function called displacement. Displacement is an important, expanded language function that begins early on and continues to expand throughout a person’s thinking.
Example
A child begins as an extension of his or her world which means the child is not displaced much from the parent’s arms and then through learning begins to separate him- or herself from those people and objects supporting the child which provides more displacement. Then the child begins to act in relationship to others’ acts realizing that there are others in the child’s world and that they have needs and desires. Recognition of others’ needs and desires increases the child’s cognitive thinking about others who are more physically displaced from the child. This progression from physically being in contact with an adult to talking about people, their actions and objects that are no longer in the here-and-now helps develop the cognitive function of displacement.
semanticity
example
They are the different ideas, which we represent through words, it is the capacity of language with which we represent ideas or objects through symbols in order to communicate.
Semantic complexity or semanticity increases over the life of a person so concepts increase in meaning and new meanings continue to develop as part of language function.
A child names his dog, paco, tobi, doll, the meaning will never change, since it will always be a dog, even if its name is changed.
flexibility
example
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.
Social meaning: Communication with others takes on more variety.
Language example: Mary is able to function actively at a meeting in an unknown venue that she has never seen.
examples
productivity
At present, social networks have become the means of media communication that most people use, an example of productivity, it occurs when in a conversation through different social networks the use of "emojis" is evidenced as a medium. to provide information or convey a particular message instead of writing a textual message.
Productivity, like the other expanded functions, develops in the human being the expansion of tools that allow a more assertive and productive communication in society since, in addition to communication with words, it makes the individual express their ideas using other communication skills.
examples
redundancy
It is when the person repeats and repeats an idea. It happens because thought (cognition) lacks meaning (semantics) in order to use different words to signify different ideas.
-Drivers are warned to take every precaution while operating a motor vehicle.
- In this school, we will not tolerate disrespect in school.
- He found his neighbor who lives next door to be very nice.
- Every year, he runs in the annual Hot Chocolate 5K.
How can the knowledge of language functions influence your teaching now or in the future?
In the teaching, knowledge about the functions of language will be of great importance, taking into account that through the different stages a child is generating his cognitive and sociality development, which is why, if do not know how to apply learning techniques according to his stage we would be failing in their learning, since according to what has been learned in the acquisition of knowledge there are structures or rules on which we must base ourselves, in order to identify the needs of our students according to their behaviors.historias geniales.
References
Arwood, E. L. (2010). ‘The study of language functions’, in Language Function: An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy. London: Jessica Kingsley Publishers. Retrieved from https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=387929&lang=es&site=eds-live&scope=site&ebv=EK&ppid=Page-__-42 Givón, T. (1993). English Grammar : A Function-based Introduction. Amsterdam/Philadelphia: John Benjamins Publishing Company. Retrieved from https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=435330&lang=es&site=eds-live&scope=site
LANGUAGE FORMS AND FUNCTIONS
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Created on April 24, 2021
Task 4 - Identifying language functions. UNAD 2021
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Transcript
Language forms and functions
Task 4 - Identifying language functions Luz Dary Jiménez Nury Paola Santamaría Luisa Fernanda Arias Fabián Salazar Pérez Dirlay Álvarez Ordoñez 2021
introduction
One of the needs of the human being is to communicate, this is a process that is applied in different ways depending on the messages that you want to transmit or the medium that is used, little by little the human being develops communication skills that are adapted to the context where Thus, there are different language functions that allow the individual to develop the same from childhood and advance in cognitive and social processes throughout life.
What is the language function of extension and how does extending meaning help develop concrete cognition?
Well, the extending meaning help to develop concrete cognition in the children thanks to their environment and all the things they live day by day. They learn to listen to their parents, playing with their friends, in the relationship with the environment the child can be related with the others and expand their language and knowledge about relations, meanings, and emotions. All of this gives to the child the capacity to expand the communicative skills and extend his/her cognitive function.
Language functions allow a human to create a variety of cultural identities unique to the products of the human language learning system such as economic or political systems and rule-governed societies (e.g., Dance, 1985). According to this language, functions allow everybody to learn, create our unique identity because every day we as human beings, learn how to express but thinking in the other who is listening to us, what they would feel with my expressions and if it’s correct the meaning of what I want to say.
social intention functions
c. Explain what expanded language functions are.
Greeting
Hello! Come, sit here.
When a three-year-old child, Nick, sees his father come home from work, he runs, hugs him, looks him in the face and says, "Daddy, come play." This expression is not just a simple sentence; it is both a greeting and a request.When a three-year-old child, Nick, sees his father come home from work, he runs, hugs him, looks him in the face and says, "Daddy, come play." This expression is not just a simple sentence; it is both a greeting and a request.
Example
Rejecting
The language function of not accepting what a person says, does, or offers; often developed in the first couple of years of language and can be demonstrated non-verbally or verbally.
A child comes to his grandmother's house, his desire is to play with her, she indicates that he cannot do it, that later, after a while, the grandmother goes to the child, with the desire to play with him, but He immediately indicates that he does not want to play that he is watching television, immediately the rejection of the child for this activity is denoted, which the desire.
Example
negating
existing
Example
There is a birthday party for a small child attended by friends of the birthday boy's mother, one of them takes her adolescent son, he begins to make gestures of displeasure and feel bored, this semantic meaning expresses the desire to his mother to get out of there since he does not feel in an environment for him because he is at a children's party and their tastes are different from his.
Existing is a social function that is developed by showing interest in the presence of someone in a certain place, the way of acting of an individual, it is a semantic meaning that defines whether or not the existence of a person is desired in some context to a conclusive end.
Example
In the first picture, the person is asking his girlfriend “Will you marry me?” and she looks excited so probably the answer will be yes. In the second one, the woman is requesting a favor from his partner.
requesting
This is asking for information or asking to someone to do something without giving an explanation, the other person may do or not.
expanded language functions
It is the form of communication of the language of a child which he acquires at an early age and which he generates intensional meanings, which may be directed towards a point of view, but it is not what he really means, that is, we must have the ability to guess and read the intention to understand the situation that he wants to convey through his behavior.
displacement
Displacement Children with neuro-typical language development acquire an adult grammar of language structures by seven or eight years of age. However, social intentions continue to expand and develop through a variety of language functions. Because language functions consist of a social and a cognitive component, this progression of development means that social and cognitive development continue to progress as well. From simple greetings in the here-and-now with Grandma, to greetings that occur across time through electronic or snail mail, the child continues to use language to create a variety of social and cognitive meanings. This change in referring to others and their actions in the here-and-now to referring to acts that are not seen or touched is another type of language function called displacement. Displacement is an important, expanded language function that begins early on and continues to expand throughout a person’s thinking.
Example
A child begins as an extension of his or her world which means the child is not displaced much from the parent’s arms and then through learning begins to separate him- or herself from those people and objects supporting the child which provides more displacement. Then the child begins to act in relationship to others’ acts realizing that there are others in the child’s world and that they have needs and desires. Recognition of others’ needs and desires increases the child’s cognitive thinking about others who are more physically displaced from the child. This progression from physically being in contact with an adult to talking about people, their actions and objects that are no longer in the here-and-now helps develop the cognitive function of displacement.
semanticity
example
They are the different ideas, which we represent through words, it is the capacity of language with which we represent ideas or objects through symbols in order to communicate. Semantic complexity or semanticity increases over the life of a person so concepts increase in meaning and new meanings continue to develop as part of language function.
A child names his dog, paco, tobi, doll, the meaning will never change, since it will always be a dog, even if its name is changed.
flexibility
example
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.
Social meaning: Communication with others takes on more variety. Language example: Mary is able to function actively at a meeting in an unknown venue that she has never seen.
examples
productivity
At present, social networks have become the means of media communication that most people use, an example of productivity, it occurs when in a conversation through different social networks the use of "emojis" is evidenced as a medium. to provide information or convey a particular message instead of writing a textual message.
Productivity, like the other expanded functions, develops in the human being the expansion of tools that allow a more assertive and productive communication in society since, in addition to communication with words, it makes the individual express their ideas using other communication skills.
examples
redundancy
It is when the person repeats and repeats an idea. It happens because thought (cognition) lacks meaning (semantics) in order to use different words to signify different ideas.
-Drivers are warned to take every precaution while operating a motor vehicle. - In this school, we will not tolerate disrespect in school. - He found his neighbor who lives next door to be very nice. - Every year, he runs in the annual Hot Chocolate 5K.
How can the knowledge of language functions influence your teaching now or in the future?
In the teaching, knowledge about the functions of language will be of great importance, taking into account that through the different stages a child is generating his cognitive and sociality development, which is why, if do not know how to apply learning techniques according to his stage we would be failing in their learning, since according to what has been learned in the acquisition of knowledge there are structures or rules on which we must base ourselves, in order to identify the needs of our students according to their behaviors.historias geniales.
References
Arwood, E. L. (2010). ‘The study of language functions’, in Language Function: An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy. London: Jessica Kingsley Publishers. Retrieved from https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=387929&lang=es&site=eds-live&scope=site&ebv=EK&ppid=Page-__-42 Givón, T. (1993). English Grammar : A Function-based Introduction. Amsterdam/Philadelphia: John Benjamins Publishing Company. Retrieved from https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=435330&lang=es&site=eds-live&scope=site