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LANGUAGE FUNCTIONS and FORMS, Study notes of English Language

Skyline University College, Sharjah (SUC)English Language

Susana Dutro and Carol Moran's Rethinking English Language Instruction: An Architectural Approach, 2002. Day 3 PH 7.1 Language Functions Final.docx.

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Susana Dutro and Carol Moran’s Rethinking English Language Instruction: An Architectural Approach, 2002.
Day 3 PH 7.1 Language Functions Final.docx
1
LANGUAGE FUNCTIONS and FORMS
This section contains language functions and forms that native English speakers acquire mostly before entering
school or naturally at home. These language functions and forms, however, need to be explicitly taught to English
language learners and may be taught to ELLs at all grade levels and as the need and context arise.
The contrast between form and function in language may be illustrated using a simple biological parallel. If doctors
studied only the anatomy of the human body (assuming that it could be studied exclusively) they would not be able
to heal us. To cure us they need to understand the physiology of our bodies, the interrelated functions of systems,
organs, cells and genes...
The study of forms or parts of speech used to be called Morphology. It is the Anatomy of a language. (Viking Coe,
U of Houston, 1994). Forms of a language deal with the internal grammatical structure of words. The relationship
between “boy” and “boys” and the relationship (irregular) between man and men would be forms of a language.
The study of functions focuses on the way that parts of speech stand in line or are ordered together in the
language. It is the Physiology of a language, its Syntax, a derivative of the Greek verb syntassw (to order
together). A language function refers to the purpose for which the speech or writing is being used.
For example, in speech we
give instructions,
introduce ourselves, or
make requests
In academic writing we use a range of specific functions in order to communicate ideas clearly.
These include
describing processes
comparing or contrasting things or ideas, and
classifying objects or ideas
LANGUAGE FUNCTIONS and
SOME FORMS
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Susana Dutro and Carol Moran’s Rethinking English Language Instruction: An Architectural Approach , 2002.

LANGUAGE FUNCTIONS and FORMS

This section contains language functions and forms that native English speakers acquire mostly before entering school or naturally at home. These language functions and forms, however, need to be explicitly taught to English language learners and may be taught to ELLs at all grade levels and as the need and context arise. The contrast between form and function in language may be illustrated using a simple biological parallel. If doctors studied only the anatomy of the human body (assuming that it could be studied exclusively) they would not be able to heal us. To cure us they need to understand the physiology of our bodies, the interrelated functions of systems, organs, cells and genes... The study of forms or parts of speech used to be called Morphology. It is the Anatomy of a language. (Viking Coe, U of Houston, 1994). Forms of a language deal with the internal grammatical structure of words. The relationship between “boy” and “boys” and the relationship (irregular) between man and men would be forms of a language. The study of functions focuses on the way that parts of speech stand in line or are ordered together in the language. It is the Physiology of a language, its Syntax, a derivative of the Greek verb syntassw (to order together). A language function refers to the purpose for which the speech or writing is being used. For example, in speech we  give instructions,  introduce ourselves, or  make requests In academic writing we use a range of specific functions in order to communicate ideas clearly. These include  describing processes  comparing or contrasting things or ideas, and  classifying objects or ideas

LANGUAGE FUNCTIONS and

SOME FORMS

Susana Dutro and Carol Moran’s Rethinking English Language Instruction: An Architectural Approach , 2002.

1. Expressing needs and likes

 Indirect/ direct object

 Subject/ verb agreement

 Pronouns

2. Describing people, places and things

 Nouns,

 Pronouns

 Adjectives

3. Describing spatial and temporal relations

 Prepositional phrases

4. Describing actions

 Present progressive

 Adverbs

5. Retelling/relating past events

 Past tense verbs

 Perfect aspect (present and past)

6. Making predictions

 Verbs: future tense, conditional mode

7. Asking Informational Questions

 Verbs and verb phrases in questions

8. Asking Clarifying Questions

 Questions with increasing specificity

9. Expressing and Supporting Opinions

 Sentence Structure

 Modals (will, can, may, shall)

10. Comparing

 Adjectives and conjunctions

 Comparatives

 Superlatives

 Adverbs

11. Contrasting

 Comparative adjectives

12. Summarizing

 Increasingly complex sentences with

increasingly specific vocabulary

13. Persuading

 Verb Forms

14. Literary Analysis

 Sentence structure and

 Specific Vocabulary

15. Cause and Effect

 Verb Forms

16. Drawing Conclusions

 Comparative adjective

17. Defining

 Nouns, pronouns and adjectives

18 Explaining

 Verb forms

 Declarative sentences

 Complex sentences

 Adverbs of manner

19. Generalizing

 Abstract nouns

 Verb forms

 Nominalizations

20. Evaluating

 Complex sentences

 Increasing specificity of nouns, verbs,

and adjectives

21. Interpreting

 Language of propaganda

 Complex sentences

 Nominalizations

22. Sequencing

 Adverbs of time

 Relative clauses

 Subordinate conjunctions

23. Hypothesizing and speculating

 Modals (would, could, might)

 Compound tenses (would have been)

Susana Dutro’s Rethinking English Language Instruction: An Architectural Approach ,

  1. Language Function: Describing Location Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Demonstrated comprehension of total physical response commands including prepositions ( on, off, in, out, inside, outside ) Simple sentences with prepositional phrases, such as next to, beside, between, in front of, in back of, behind, on the left/right, in the middle of, above, below, under. May include two prepositional phrases with more difficult prepositions such as: in front of, behind, next to. Complex sentences with phrases using prepositions, such as beneath, within. Complex sentences with phrases using prepositions, such as beneath, within. Prepositional Phrases Students learn to understand and general oral and written language with prepositional phrases.
  2. Language Function: Describing Action Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Demonstrate comprehension (They perform or describe actions) Present progressive. Variety of verb tenses and descriptive adverbs. Adverb clauses telling how, where, or when. Adverb clauses telling how, where, or when. Present progressive, adverbs Students lean to understand and generate oral and written language skills with present progressive and adverbs.
  3. Language Function : Retelling/Relating Past Events (Kinder – General Understanding Beginning Early Intermediate Intermediate Early Advanced Advanced Target Forms Single words in response to past tense question. Simple sentences with past progressive __ (pronoun) ___ was/were _____ing. Simple sentences with regular and irregular past tense verbs “ Yesterday/Last ____/On ____day (pronoun) ____ -_ ed (prep. Phrase or other _direct object.” First ____ _and then __. Finally Compound sentences using past tense and adverb/ Present progressive/past perfect tense with specialized prepositions _____ have/has been ____ing since/for ____. Past Tense Verbs Students learn to understand and generate oral and written language with past tense verbs
  4. Language Function: Making Predictions Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms In response to questions, may respond by circling, pointing, and so on or answer with one or two words. The _____ is/are going to ______. The ________ will ________. Conditional (could, might) mood in complex sentences. Conditional (could, might) mood in complex sentences. Verbs: future tense, conditional mood. Students learn to understand and generate oral and written language with future tense verbs and conditional mood.

Susana Dutro’s Rethinking English Language Instruction: An Architectural Approach ,

  1. Language Function : Asking Informal Questions Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target^ Forms Simple questions about familiar or concrete subjects Present or present progressive tense questions with “to be” Who, what, where, why questions with “do or did” Detailed questions, with 5w’s and how Detailed questions with expanded verb phrase. Verbs and verb Phrases in questions: Students learn to understand and generate oral and written language with Verbs and verb phrases in questions
  2. Language Function : Expressing and Supporting Opinions Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms I like/don’t like ______ (concrete topics) I think/agree with (don’t)

I think/agree with (don’t) ____ because _____ In my opinion ____ should ____ because/so

Complex sentences using modals and clauses Sentence Structure

  1. Language Function : Compacting Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Single words or phrases in response to concrete comparison questions Sentences with subject/verb/adjective showing similarities and differences. Subject/verb/adjective, _but ______. Adjective with
    • er or – est. Varied sentence structures with specific comparative adjectives and phrases. Complex sentence structure with specific comparative language. Adjectives and Conjunctions
  2. Language Function : Contrasting Beginning Early^ Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Sentences with subject/verb/adjective showing similarities and differences Subject/verb/adjective like ____ but subject/verb/adjective. Both subject/verb/adjective, but subject/verb. Approximately used idiomatic phrases and contrasting words such as, whereas, and in contrast Comparative Adjectives
  3. Language Function : Asking Clarifying Questions Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Not Applicable Formula questions clarifying classroom procedures, rules and routines Formula questions clarifying classroom procedures, rules and routines A variety of fairly specific questions clarifying procedures or content Varied, specific questions clarifying procedures or content Questions with Increasing Specificity

Susana Dutro’s Rethinking English Language Instruction: An Architectural Approach ,

  1. Language Function : Defining Beginning Early^ Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Patterned responses: A table is furniture; A boy is a person. Simple terms, aspects of concrete and familiar objects, regular nouns singular and plural, personal pronouns, present tense, simple sentences. Connected text including irregular nouns, personal, possessive pronouns and adjectives with some irregular past tense verbs. Concrete and abstract topics using irregular nouns, singular and plural, personal and possessive pronouns and adjectives. Clear, well-structured, detailed language on complex subjects, showing controlled use of nouns, pronouns, adjectives. Nouns, abstract nouns, pronouns, adjectives Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives
  2. Language Function : Explaining Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Main points in familiar idea or problem with some precision using simple indicative verb forms in simple declarative sentences. (Large oats grew in the park) (The length of the room is 40 feet) Explain simple, straightforward information of immediate relevance, using regular verbs and adverbs of manner in declarative sentences and compound sentences. (Maria planted the petunia seeds carefully). Get across important points using declarative, compound and complex sentences, regular and irregular verb forms. (Complex: As I came home, I stopped at the store) (Compound: The children who came in early had refreshments, but those who came late had none.) Get across which point he/she feels is most important using regular and irregular verb forms, adverbs of manner and compound-complex sentences. ( Adverbs of manner: The children who sang loudly got a cookie, but those who didn’t sing had none.) Verb forms; Indicate verbs( A verb which makes a statement of fact) Declarative sentences; Complex sentences; Adverbs of manner Students learn to develop and use explanations using appropriate verb forms, declarative and complex sentences and adverbs or manner.
  3. Language Function : Generalizing Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target^ Forms Imperative mode: Expresses command: (Take me home. Stay there)` Collective nouns name as a unit the members of a group ( herd, class, jury, congregation.) Indicative mode: makes a statement of fact ( The temperature is low.) Abstract nouns: name things or ideas that people cannot touch or handle ( beauty, honestly, comfort, love). Subjunctive Mode: expressing a condition contrary to fact or expressing a doubt ( If only he were here. Nouns - Common and Collective and Abstract nouns; Verb forms; Students learn to develop and use generalizations using abstract nouns, verb forms and nominalizations..

Susana Dutro’s Rethinking English Language Instruction: An Architectural Approach ,

  1. Language Function : Evaluating Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Adjectives that point out particular objects ( that wagon, those toys, each person, every girl). Number adjectives: ( Two men, ten ships’ the third time, the ninth boy) Adjectives used to limit: (few horses, much snow, little rain) Evaluate simple direct exchange of limited information on familiar and routine matters using simple verbs and adjectives. Correlative conjunctions are used in pairs: both – and; not only – but also (Neither the teacher nor the students could solve the problem). : Qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood, etc. Convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree,( This class is too hard) clauses expressing limitations; (This is a school van, but it is only used for sports) complex sentences). Complex sentences; Increasing specificity of nouns, verbs, and adjectives; Correlative conjunctions. Students learn to understand and use complex sentences using very specific nouns, verbs and adjectives.
  2. Language Function : Interpreting Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Interpret a single phrase at a time, picking up familiar names, words, and basic phrases. (D’Onofrio chocolates are the best) Interpret short, simple texts containing the highest frequency vocabulary. Interpret short, simple texts on familiar matters of a concrete type, which consist of high frequency everyday or school- related language. Interpret a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. Interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial non- literary writings. Language of propaganda; Complex sentences Students learn to identify and interpret the language of propaganda and use complex sentences.
  3. Language Function : Sequencing Beginning Early Intermediate^ Intermediate^ Early Advanced^ Advanced^ Target Forms Subject: The girl who was sick went home. Natural sequencing: I hit him and he felt over. Direct object: The story that I read was long. Indirect object: The man who[m] I gave the present to was absent. Prepositional: object I found the book that John was talking about. Possessive: I know the woman whose father is visiting. Subordinate conjunctions: used to join two grammatical parts of equal rank (Although he worked hard, he did not finish his homework) Object of comparison: The person that Susan is taller than is Mary. Adverbs of time; Relative clauses; Subordinate conjunctions. Students learn sequencing using adverbs of time, relative clauses and subordinate conjunctions.