Unit 28 · Identifying the functions of learners' language

The functions of learners' language are the purposes for which learners use language in the classroom — greeting, explaining, suggesting, checking instructions, negotiating, agreeing, disagreeing and prompting — expressed through exponents that vary with their needs, age, level and learning context.

◆How do we identify the functions of learners' language?

The functionsFunctions are a way of describing how we use language. click to keep open · see glossary of learners' language are the purposes for which learners use language in the classroom. These purposes include taking part in tasks and activities, interacting with the teacher and with each other. Learners make use of a wide range of language functions as they take part in different aspects of a lesson, for example greetingTo say hello and welcome someone, often with words such as Hello, how are you? click to keep open · see glossary, explaining, suggesting, checking instructions, negotiatingHaving a discussion in order to reach agreement click to keep open · see glossary (having a discussion in order to reach agreement), agreeing, disagreeing, promptingTo help learners think of ideas or to remember a word or phrase by giving them a part of it or by giving another kind of clue. When a teacher suggests a word that the learner hasn’t remembered, e.g. Learner: I want to …… in an office. Teacher: Work? Learner: Y… click to keep open · see glossary. The exponentsAn example of a grammar point, function or lexical set; e.g. Can you open the window, please? is an exponent for making requests. click to keep open · see glossary they use to express these different language functions will vary according to their needs, age, level and the learning context.

◆Key concepts — functions learners use at different points in a lesson

What are some of the functions learners use at different points in a lesson? List them.

Read through the stages of this lesson. There are examples of some of the functions learners could use at each stage.

The functions learners use are often the same as those used by teachers, for example clarifying instructions (repeating or changing them so that they are clear), giving a definition, checking instructions. This is because of the interactive nature of the classroom. However, teachers will tend to do more instructing than learners, and learners will tend to use different exponents to express the same language functions. The exponents learners use to express different language functions will vary according to their age, learning needs, level and the learning context.

There is a range of different exponents for each classroom function. The exponents that learners choose and use will vary. We teach our learners to use exponents which are appropriate for the context in which they are learning and in which they will be using the language, for example in a business situation. Here are some examples of a range of exponents for suggesting. You can see that they would not all be suitable for teaching to all learners.

◆Key concepts and the language teaching classroom

Read these tips and tick the ones which are most important for you.

• Learners need a range of exponents so that they can interact appropriately with each other and with the teacher. In most classrooms, learners will use exponents which are neutral in style. However, in some learning contexts, for example with business or commercial students, it is useful for learners to learn exponents which are less formal, for example for use in a classroom/social context, or exponents which are more formal, for example for use in business meetings.
• Students can learn exponents as language chunks. They don't need to understand the grammar of the utterance. They need to know when to use it and what it means; for example: It's my turn./It's your turn./I'm first./After you./I've won.
• Sets of useful exponents can be displayed on the classroom walls as a reminder for learners.
• Exponents for common language functions should be introduced on a step-by-step basis. If we encourage learners to use these exponents regularly during lessons, they soon get used to using English as the medium of interaction. Many coursebooks or textbooks introduce exponents for classroom functions on a regular basis.
• Elementary learners, both adults and children, may not have sufficient English to be able to communicate the range of language functions in a typical lesson in the target language. This means that either they can't communicate as they want to (in English) or that they use L1. It's important to have a clear policy about use of L1 in class: when learners can use it and how much we let them use.
• Exponents can be introduced to learners by teachers modelling them as part of their own classroom language. For example, by using the exponent Do you agree? when eliciting students' opinions, we provide them with an exponent which they can use when eliciting each other's opinions in pair and group work.

✎Follow-up activity

💡Reflect

🔍Discovery activities

✎TKT practice tasks

These multiple-choice tasks are exactly as in the book, but interactive: pick your answers, check your score, and retry anytime. The scoring uses the official answer key from the back of the book.

📖Glossary terms in this unit

Key terms highlighted in this unit — study them on the flashcards page.