Phonology and Functions
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Phonology is the study of sound systems in language. It includes phonemes, which are the smallest units of sound that make a difference in meaning, as well as word stress, sentence stress, and intonation. Phonology examines features like vowels, consonants, voiced and unvoiced sounds, and word stress. It also considers how sounds are connected in speech. Functions refer to the reasons we communicate, such as apologizing, greeting, or advising. Exponents are the language used to express functions, and they can vary based on context and level of formality. Focusing on functions in language teaching emphasizes communication and helps give grammar meaning.
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Phonology and Functions
- 2. • It includes phonemes, word stress, sentence stress, and intonation • It studies the sound features used in a language DEFINITION:
- 3. • The smallest unit of sound. • It makes a difference in meaning. Do you know what these symbols represent? Phonemes /dʒ/ /æ/ /ð/ • Vowels /e/ • Diphthongs /eI/ • Consonants /b/ Example: /s/ - plural
- 4. Voiced sound Unvoiced sound *vocal cords vibrate The vowels are arranged according to:
- 5. /ˈstjuːdənt/ This sign ˈ is used to show word stress. /stjuːdənt/ When we give word stress to a syllable we say it with greater energy. Word stress Important, children, pencil
- 6. Sentence stress ● Different parts of the sentence have more or less stress. Main stress Secondary stress Example: She came home late last night Main stress: late Secondary stress: came, home, last, night Unstressed word: she Contrastive stress ● To put the stress in an unexpected word in a sentence.
- 7. • It is when all the words join to make a connected stream of sounds. Do you know what is connected speech? ANSWER
- 9. Activitites Minimal pairs Correct their pronuntiatio n Learn varietes of accents Phonology and the language teaching classroom -Tips Ship- Sheep A minimal pair is two words that vary by only a single sound.
- 10. Unit 4 Functions
- 11. “Education is not a problem. Education is an opportunity.” -Lyndon. B Johnson 11
- 12. What is a function? 12 It is a reason why we communicate. What we say has a purpose and function. It describes how we use language. EXAMPLE: • Apologising • Greeting • Clarifying • Advising
- 13. What do you think an exponent is?
- 14. Exponent 14 • The language we use to express a function. Context Exponent Function A boy wants to go to the cinema with his friend tonight. He says: “Let’s go to the cinema tonight.” Suggesting/making a suggestion about going to the cinema
- 15. 15 Context Function A boy talking to his mother while he does his homework. Requesting (asking) to stop doing homework. A patient talking to his doctor. Describing a physical state. • An exponent can express different functions at the same time: “I’m so tired”EXPONENT
- 16. 16 One function can also be expressed through different exponents: • Lunch? • Coming for lunch? • Come for lunch with us? • Why don’t you come for luch with us? • Would you like to come to lunch with us? • We would be very pleased if you could join us for lunch? INFORMAL FORMAL NEUTRAL
- 17. 17 Levels of formality Informal language More socially casual Formal language More socially distant It is sometimes colloquial. Neutral language Why don’t you come for luch with us?
- 18. 18 Appropriacy People choose to use the level of formality that suits a situation: Inappropriate “I’d like to wish you all a very good morning” (too formal) “Hi, guys” (too informal) Appropriate “Good morning everyone” Register Informal: “Hi” Formal: “A very good morning”
- 19. A focus on functions can lead to emphasis on communication. We find functions taugth together with the structures. Combining functions and grammar helps to give grammar meaning and context. 19 Functions and the language teaching classroom
- 20. 20 Bibliography: Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT course (pp.21-29). Ernst Klett Sprachen.