Transcript TKT Tutoring Class

TKT Tutoring Class
Functions
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Unit 4 Functions
What is “function”?
II.
Key concepts
1.
Exponents
2.
Formality
3.
Appropriacy
III. Classroom implications
I.
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I. What is function?

A function is a reason why we communicate; a
way of describing language use, rather than just
grammatically or lexically, to emphasize the
meaning for the people who are in the context
where it is used.
e.g. Apologizing, greeting, clarifying, inviting,
advising, agreeing, disagreeing, refusing, thanking,
interrupting, expressing obligation, expressing
preferences
e.g. Would you like to come around for dinner?
->inviting
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II. Key concepts
1. Exponents
 The language we use to express one
function is called exponent.
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
One grammatical form/exponent can have
several functions, depending on the context.
e.g. can
1. ability: I can swim.
2. Requests: Can you turn off the TV?
3. Permission: Can I smoke here?
4. Possibility: It can be rainy at this time of year.
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e.g. “I’m tired.”
1. Context: A boy talking to his mother
when doing homework
->Requesting to stop doing homework.
2. Context: A patient talking to her doctor
->Describing feelings.
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One function can also be expressed
through different exponents.
e.g. requesting: (Hadfield, p.32)
1. Can you open the window?
2. Could you open the window, please?
3. Would you mind opening the window?
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Functional language is often a fixed
expression or chunk; learners can
memorize the chunk in the same way as
an item of vocabulary.
e.g. Never mind.
Of course.
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2. Formality
Exponents express different levels of
formality, i.e, more or less relaxed ways
of saying things.
a. Formal: serious, careful exponents in
formal situations
b. Neutral: in neutral situations
c. Informal: relaxed exponents in casual
situations
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3. Appropriacy
It’s important to use the level of formality
that suits a situation for appropriacy.
e.g. A teacher greets the students:
Too formal: I’d like to wish you all a very
good morning.
Too informal: Hi, guys!
Appropriate: Good morning, everyone.

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In language teaching, coursebooks are
often organized around functions such
as expressing likes or dislikes.
 Functions are often taught in
coursebooks together with the grammar
of their exponents such as “I like….,
he/she likes….”

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
Combining functions and grammar helps to
give grammar a meaning for learners and helps
them to learn functions with grammatical
structures that they can then use in other
contexts.
 A functional approach to teaching language
helps teachers find real-world contexts where to
present and practice grammar, and helps
learners to see the real-world uses of the
grammar they learn.
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References
1. Hadfield.J. & Hardfield, C. (2008).
Introduction to Teaching English. Oxford
University Press.
2. Harmer, Jeremy. (2007). The Practice of
English Language Teaching. Pearson
Education Limited.
3. Harmer, Jeremy. (2007). How to Teach
English. Pearson Education Limited.
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