The document discusses language functions, defining them as the purposes behind language use in communication, and outlines common functions such as informative, directive, expressive, and persuasive. It emphasizes the importance of teachers understanding linguistic elements, pragmatics, cultural competence, and socio-linguistic skills to effectively teach these functions. Additionally, it highlights workshop benefits for teachers, including practical application strategies and assessment tools to enhance students' communicative competence.

1. T e a c h i n g
F u n c t i o n
s

2. Task 1:
1. What are language functions?
2. What are the common 'language
functions?
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3. 1. What are language functions?
Language functions refer to the various purposes or
intentions that underlie our use of language in
communication. Essentially, when we speak or
write, we are typically aiming to achieve some
specific objective. With the help of language
functions exponents, we can express our intentions,
feelings and ideas.
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4. 1. What are language functions?
2. What are the common 'language
functions?
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5. 2. What are the common 'language functions?
Informative Function:
Conveying information, facts, or data. For example, teaching a class,
announcing news, or providing instructions.
Directive Function:
Trying to get the listener or reader to do something. This includes giving
commands, making requests or offering suggestions.
Questioning:
Used to elicit information from others, ranging from simple factual
inquiries to more complex explorations of ideas and opinions.
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6. Expressive Function:
Expressing personal feelings or emotions, like happiness, anger or
surprise. This can be seen in exclamations or sharing personal
experiences.
Social Function:
Language used for maintaining relationships and social interactions.
This includes greetings, farewells, small talk and polite expressions.
Persuasive Function:
Used to convince others to adopt a certain belief, attitude, or to
undertake an action. This is often found in advertising, political
speeches and debates.
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7. Narrative Function:
Telling stories or recounting events, often involving a structured beginning,
middle, and end.
Aesthetic Function:
Using language for artistic expressions such as in poetry, drama, art certain
styles of prose ta evoke emotions or provoke thought.
Understanding of Linguistic Elements:
A deep understanding of the structure of language-including syntax,
semantics, morphology, and phonology-is crucial.
Teachers should be well-versed in how language components interact to
convey meaning.
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8. Awareness of Pragmatics:
Knowledge of pragmatics, the study of how context influences the interpretation of
meaning, is essential.
This involves understanding how different contexts affect the way language is used and
interpreted.
Cultural Competence:
Language is deeply connected to culture. Teachers must be sensitive to the cultural
backgrounds of their students and understand how cultural context influences language
use.
Socio-linguistic Skills:
An awareness of the variations in language use among different social groups and in
different settings helps in teaching language functions that are appropriate to various
social contexts.
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9. Task2
In a group, discuss this question:
What should teachers know and be aware of
before starting to teach language functions?
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10. Understanding of linguistic elements:
A deep of understanding of the structure of language, semantics morphology and
phonology is crucial. Teachers should be well versed in how language interact to convey
meaning.
Awareness of pragmatics context
knowledge of pragmatics to study of how context influences the interpretation of
meaning is essential. It involves understanding how different contexts affect the way
language is used and interpreted.
Cultural competence
Language is deeply connected to culture. Teachers must be sensitive to cultural
backgrounds of the students and understand how cultural context influences language
use.
Socio-linguistic skills:
An awareness of the variations in language use among different social groups: (yes,
yeah…)
Language proficiency:
Teachers must have high proficiency in English, enabling them to model functions
accurately and correct students’ mistakes effectively.
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11. Communication skills:
Strong communication skills in both verbal and non-verbal
communication help teachers convey meaning clearly and interact
effectively with students such as the use of gestures and body
language.
Pedagogical skills
Effective teaching strategies are vital. This includes the ability to
design engaging and interactive lessons, use of educational
technology, and the methods to assist students learning
effectively.
Flexibility and adaptability
Reflective practice
What prevents students from learning
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12. Task3
One essential component to to contextualize
language function exponents is the speech
situation. What are the elements that
contribute to speech situation?
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13. When contextualizing language function exponents in
a speech function, several elements are essential to
consider. These elements help in understanding how
language is used and interpreted in different contexts:
Here’s breakdown of these elements.
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14. 1. Participants:
Who is involved in the communication? This includes the speaker, the listener, and any other people
present. Characteristics such as their age, social status, relationship to each other, and roles within
the conversation can influence how language functions are used and understood.
2. Setting
Where is the conversation taking place? The location and setting (for example classroom,
workplace, social gathering) can significantly affect the language used. Formal settings might
require more structured and polite language, while informal settings might allow for more casual
expressions.
3.Purpose.
What is the aim of the interaction? Understanding the speaker's intent (to inform, persuade,
entertain, etc) is crucial as it directly influences the language functions employed.
4.Topic:
What is being talked about? The subject matter can dictate specific vocabulary and language
structures. For example, a discussion about a scientific topic may use more technical language
compared to a casual conversation about weekend plans.
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15. 5. Channel
Through what medium is the communication happening? Is it face-to-face: over the phone:
via email or through another form of communication? The channel can affect the formality
and style of language used.
6. Code
What language or dialect is being used? The choice of language or dialect can reflect and
accommodate the cultural and linguistic backgrounds of the participants
7. Norms of Interaction and Interpretation:
What are the expected social rules governing the communication? These norms can guide
how language is used and what is considered appropriate or inappropriate in the given
context
8. Feedback
What kind of responses are given by the listener(s)? Feedback can be verbal or non-verbal
and helps the speaker adjust their message, clarify their statements and gauge
understanding.
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16. EXPERIMENTING
Task5
1. Go through the material to teach functions from
OUTLOOK.
2. Identify the rationale behind each task.
3. Tell which tasks can be inserted under which
PHASE and STAGE.
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17. Task 6
Discuss in a group how your way of teaching functions helps students
develop COMMUNICATIVE COMPETENCE, namely:
a. Linguistic competence
b. Sociocultural competence
c. Discourse Competence
d. Strategic competence
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18. 1. Linguistic competence
students are aware of the exponents/expressions to express different functions and are
able to use them accurately.
2. Sociocultural competence:
Students are aware of which exponents to use in formal and informal settings according to
the social roles they act out (friend, teacher, waiter, mother.). They are also aware of the
cultural aspects of the functions through using polite and standard language.
3. Discourse competence:
Students are aware that using functions they need to engage in conversations, dialogues,
mini-dialogues. Besides, they need to have other people to talk to create exchanges.
4. Strategic competence:
Students are aware that they are able to use the functions learned when they find
themselves involved in situations which entail the use of these language functions. In other
words, students are able to get themselves out of unpredicted and unplanned situations.
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19. Task 7
What can teachers gain from such a workshop on teaching
language functions?
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20. 1. Understanding Language Functions:
Participants have gained a thorough understanding of various language functions such as
requesting, apologizing, instructing, and arguing. They explore how these functions are
fundamental in helping students use language pragmatically and appropriately in different
contexts.
2. Practical Application:
The workshop emphasizes practical teaching strategies that can be directly applied in the
classroom. Teachers practice how to design activities and lessons that encourage students
to use language functions effectively, enhancing their communicative competence.
3. Interactive Learning Techniques:
Teachers learn and share interactive techniques such as role playing, group discussions,
and simulations. These techniques help students practice language functions in a
supported, real-world context, making learning engaging and effective:
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21. 4. Assessment Strategies:
The workshop covers various assessment strategies to evaluate students'
mastery of language functions: Teachers learn how to create assessment
tools that are both formative and summative, allowing them to measure
progress and adjust teaching methods accordingly.
5. Continued Professional Development:
Encouragement for ongoing learning and collaboration among peers is a
significant focus. Participants are urged to continue sharing insights and
experiences, utilize peer observations, and engage in further professional
development to refine their teaching of language functions.
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22. T H A N K
Y O U
T r a i n e r : P r o f . A . O U L B O U C H
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