Identifying language functions.
Jamy Lizeth Padilla JimenezGroup 551019_2 LANGUAGE FORMS AND FUNCTIONS UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA November 2021
Introduction
In this presentation, the linguistic function of the extension of meaning and how it helps concrete cognitive development will be explained.
In addition, the function of social intention and language expansion within the life stages of the speaker as a language user will be explained.
01 Study of language functions
01 What is the linguistic function of the extension?
- The linguistic function of the extension is the language used in the different contexts by the human being (this language is in the first stages of life a word, something symbolic) and the relationship that it establishes between the sender and the message and that It is caused by the intention of the issuer to construct a statement to communicate. Linguistically speaking, a language function is given to each member who intervenes in this communication process and this linguistic function of the extension is transformed as the human being grows, identifying basic structures and rules that allow building a more formal language, leaving aside the symbolic. When the meaning of a basic semantic relationship is expanded, the human being develops a higher thinking and, therefore, a more acceptable social behavior.
Jamy L. Padilla Jiménez
- The linguistic function of the extension is the language used in the different contexts by the human being It is used in a series of contexts, basing its meaning on some characteristic of the original object, but which is insufficient to distinguish that object from others belonging to different categories, and studies and examines the interpretations of formal languages where symbols and rules are found for be able to unite them.
Diana M. Avendaño R.
02 Does the extension of meaning help to develop concrete cognition?
- I consider that the extension of meaning helps the development of concrete cognition because by extending the language, thinking develops, which helps us to make a description of perceptible events or objects through the verbal practice of language within a communication, without leaving aside the non-verbal part that are the signs and gestures that help to better understand the information supplied or acquired.
Jamy L. Padilla Jiménez
-
Taking into account that concrete congnition is characterized by the description of facts and tangible objects, I consider that the extension of meaning does help it to develop because in the practical exercise of speaking, communication as verbal is also non-verbal, and in This process captures images, signs, signs and gestures to be able to transmit them, which is tangible, perceptible and these gestures and other elements are interpreted to be able to interpret them, for which I consider that it also contributes to developing concrete cognition.
Diana M. Avendaño R.
02 Social intention functions
Verbal and non-verbal acts are important, so they combine to create a social intention, with the purpose of communicating with another person, who interprets the social intention. These types of acts communicate more than basic linguistic structures provide. For example, when a baby smiles at someone who approaches him, he may be greeting him, accepting him, and showing him that he likes him at the same time. The child expresses an intention or meaning, social nature, and, therefore, pragmatism (Arwood, 1991a). The semantic and pragmatic development of language represents how the child thinks and acts.
The various ways of referring are related to how children try socially to make their expressions work (for example, Bradford & National Research Council, 2000). Some of the social intentions to represent thought through the functions of language include, but are not limited to, greeting, rejecting, denying, existing, denying, and asking. The meaning of these language functions, such as the acts of referring and expanding, is greater than the words or structures that humans have use since childhood, words or structures that humans use since childhood.
Greeting
The greeting is a social intention that the child uses to communicate, a from that children socially intend for their utterances to function, the child can express this greeting in different ways.For example:
When a child sees his parents coming and runs to hug them and takes them by the hand.
Rejecting
Rejecting is a social intention for representing thinking through language functions. This social intention refers to the child's purpose for rejecting some overture of somebody in different ways. For example:
- No, brother, I don't want to play with you.
- No, I don't want to eat that.
Negating
The social intention of the rejection is to communicate through acts that the person refuses access to any claim to have contact with them and performs some activity. For example:
No, mom, I don't want you to see me, I'm very sad.
Existing
The social intention is to express and describe something available in the present, contrasting it with something that is planned to be done in the future.For example:
Today's technology well used will allow the progress of humanity.
Requesting
The request is a neurological development that expresses social interaction, the initiation of a functional relationship with other people. For example:
The child is developing the social rules of how to fit into a group which moves him from being the center of his mental pictures (preoperational thinking) to being part of a group who works and plays together.
03 Expanded language functions
The expanded language functions are the most important social and cognitive developments acquired by a child learning to think critically and problem solve. These expanded language functions move a child’s communication from the here-and-now. Through these expanded language functions, a speaker can talk about ideas that cannot be seen. 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.
Displacement
Displacement is an important, expanded language function that begins early on and continues to expand throughout a person’s thinking expanding cognitive thinking by developing the cognitive function of displacing the ideas of the here and now that can't be seen touching or feeling, increasing the semantics of the child's concepts in relation to their acts a d needs facing their relationship with others.
- For example, when a child is able to imagine and tell a story.
- When the child is able to tell what happened to him and how he feels.
Semanticity
It represents the increased development of conceptual meanings throughout a person's life, represented in lexical labels that develop from the child's experiences.
- When a child observes an image, for example, a sign, and produces a mental interpretation according to the context in which it is found.
Flexibility
The displacement and semanticity allow the speaker to be more flexible with the language. In this way, the flexibility of thought is a function of language, the ability of the child or person to use language as an option to solve a problem, giving flexibility to this thinker and thus solving the problem.
- An example would be, when we can adapt to changes without getting angry, accepting that there are unforeseen or unexpected situations, such as what happened to us since last year with the pandemic.
Productivity
It refers to the fact that a person can express himself in a way different from that of spoken language, that is, represent the language that is spoken, either as an orthographic or written code from letters to sounds or as visual characters representative of extended semantic relationships.
These uses of language through writing are based on the significant development of concepts acquired during life and the user of the language has more than one way of using the production of language, that is, this function helps a person to be more productive.
- for example, when a student uses language to express himself in writing through an email, making good use of the language, organized expressions and understandable sentences.
Redundancy
It means that the speaker may try to use more words to convey a particular meaning. The result is that your English works with less external redundancy and is, therefore, more efficient.Concepts increase in meaning to the point where they must become a new concept. People can be very specific and efficient when it comes to conveying messages to others.
- when the speaker can maintain a conversation because he can use the English language in an appropriate, specific and effective way with other people.
Conclusions
I think that as a teacher it is important to know the function and social intention and the expansion of language because this way I can plan, organize and better direct my pedagogical practices in order to teach more than grammar, linguistics or phonetics of the English language but also creating spaces where the student realizes the functionality of acquiring the language fostering spaces for interaction and creation of meanings according to the ages of development, to contribute to the development of the thinking of each of my students.
Jamy Padilla J.
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
Thank you !
IDENTIFYING LANGUAGE FUNCTIONS
Jeimy Lizeth Padilla Jimenez
Created on November 13, 2021
IDENTIFYING LANGUAGE FUNCTIONS
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Practical Presentation
View
Smart Presentation
View
Essential Presentation
View
Akihabara Presentation
View
Pastel Color Presentation
View
Modern Presentation
View
Relaxing Presentation
Explore all templates
Transcript
Identifying language functions.
Jamy Lizeth Padilla JimenezGroup 551019_2 LANGUAGE FORMS AND FUNCTIONS UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA November 2021
Introduction
In this presentation, the linguistic function of the extension of meaning and how it helps concrete cognitive development will be explained. In addition, the function of social intention and language expansion within the life stages of the speaker as a language user will be explained.
01 Study of language functions
01 What is the linguistic function of the extension?
Jamy L. Padilla Jiménez
Diana M. Avendaño R.
02 Does the extension of meaning help to develop concrete cognition?
Jamy L. Padilla Jiménez
Diana M. Avendaño R.
02 Social intention functions
Verbal and non-verbal acts are important, so they combine to create a social intention, with the purpose of communicating with another person, who interprets the social intention. These types of acts communicate more than basic linguistic structures provide. For example, when a baby smiles at someone who approaches him, he may be greeting him, accepting him, and showing him that he likes him at the same time. The child expresses an intention or meaning, social nature, and, therefore, pragmatism (Arwood, 1991a). The semantic and pragmatic development of language represents how the child thinks and acts.
The various ways of referring are related to how children try socially to make their expressions work (for example, Bradford & National Research Council, 2000). Some of the social intentions to represent thought through the functions of language include, but are not limited to, greeting, rejecting, denying, existing, denying, and asking. The meaning of these language functions, such as the acts of referring and expanding, is greater than the words or structures that humans have use since childhood, words or structures that humans use since childhood.
Greeting
The greeting is a social intention that the child uses to communicate, a from that children socially intend for their utterances to function, the child can express this greeting in different ways.For example:
When a child sees his parents coming and runs to hug them and takes them by the hand.
Rejecting
Rejecting is a social intention for representing thinking through language functions. This social intention refers to the child's purpose for rejecting some overture of somebody in different ways. For example:
Negating
The social intention of the rejection is to communicate through acts that the person refuses access to any claim to have contact with them and performs some activity. For example:
No, mom, I don't want you to see me, I'm very sad.
Existing
The social intention is to express and describe something available in the present, contrasting it with something that is planned to be done in the future.For example:
Today's technology well used will allow the progress of humanity.
Requesting
The request is a neurological development that expresses social interaction, the initiation of a functional relationship with other people. For example:
The child is developing the social rules of how to fit into a group which moves him from being the center of his mental pictures (preoperational thinking) to being part of a group who works and plays together.
03 Expanded language functions
The expanded language functions are the most important social and cognitive developments acquired by a child learning to think critically and problem solve. These expanded language functions move a child’s communication from the here-and-now. Through these expanded language functions, a speaker can talk about ideas that cannot be seen. 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.
Displacement
Displacement is an important, expanded language function that begins early on and continues to expand throughout a person’s thinking expanding cognitive thinking by developing the cognitive function of displacing the ideas of the here and now that can't be seen touching or feeling, increasing the semantics of the child's concepts in relation to their acts a d needs facing their relationship with others.
Semanticity
It represents the increased development of conceptual meanings throughout a person's life, represented in lexical labels that develop from the child's experiences.
Flexibility
The displacement and semanticity allow the speaker to be more flexible with the language. In this way, the flexibility of thought is a function of language, the ability of the child or person to use language as an option to solve a problem, giving flexibility to this thinker and thus solving the problem.
Productivity
It refers to the fact that a person can express himself in a way different from that of spoken language, that is, represent the language that is spoken, either as an orthographic or written code from letters to sounds or as visual characters representative of extended semantic relationships. These uses of language through writing are based on the significant development of concepts acquired during life and the user of the language has more than one way of using the production of language, that is, this function helps a person to be more productive.
Redundancy
It means that the speaker may try to use more words to convey a particular meaning. The result is that your English works with less external redundancy and is, therefore, more efficient.Concepts increase in meaning to the point where they must become a new concept. People can be very specific and efficient when it comes to conveying messages to others.
Conclusions
I think that as a teacher it is important to know the function and social intention and the expansion of language because this way I can plan, organize and better direct my pedagogical practices in order to teach more than grammar, linguistics or phonetics of the English language but also creating spaces where the student realizes the functionality of acquiring the language fostering spaces for interaction and creation of meanings according to the ages of development, to contribute to the development of the thinking of each of my students.
Jamy Padilla J.
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
Thank you !