4.3 Meanings and functions
Both grammar and vocabulary are used to communicate the user’s meanings. Although grammar’s role is more important in written texts, given that contextual information in this case is very little, its importance in spoken contexts is undeniable. Grammar is necessary in both written and spoken contexts to widen the variety of meanings that people may want or need to express.
Generally speaking, there are two kinds of meanings that can be conveyed through grammar based on the two main purposes of the language. First, there is the representational role. In this case, the purpose of using the language is to represent the world as people experience it: What happens? Who is involved? What effects do events have on others? When do they happen? Where? How? And second, there is the interpersonal role. This role has to do with the different lexical and grammatical options there are to convey the same meaning.
It has been established that the same meaning can be conveyed through different grammatical options, but it is also possible that the same grammatical option expresses different meanings. This is possible due to the fact that the same grammatical option may have different functions depending on the intention of the person who is using it. For instance, the function of the form I’m sorry can be apologising or asking for repetition. Moreover, the same function can be expressed using different forms. For example, the function of the form Would you like to come with us? is inviting, but this function can also be expressed through forms such as We have the pleasure to invite you… or Let’s go to...
Stop and think
Stop and thinkApologising, asking for repetition and inviting have been mentioned as functions of the language. Make a list of as many functions of this type as you can, and add an example of the forms in which they can be expressed.
Here are some examples of language functions and some language forms that can be used to express them:
My bad.
I feel terrible.
Do you mind if I smoke?
Is it ok if I use your phone?
I’m sorry, but I do mind.
No, please don’t.
Although there is not a one-to-one match between form and meaning or form and function, teaching the forms, that is the grammar, without matching those with a meaning or a function will very likely result in misuses and misunderstandings. Evidently, the context plays an essential role in identifying the people’s intended meanings. This is why people must have certain knowledge about the situations in which language is being used. This kind knowledge is called pragmatics, but once again, that’s another story...
LAS Activity 406. Language functions
Instructions
As mentioned before, language forms may convey different meanings, and therefore, functions, depending on the context in which they are used. The interrogative form is a good example of a language form that may convey different meanings depending on the context.
1. As follows, there are some questions. They lack the corresponding situational context, and admittedly the intended meaning may also vary depending on the tone it is used with them. Still, give it a try and choose the function that you consider they are performing.
2. Then, check the key. Do you agree with it?
3. Can you think of other functions the same questions may have? For example, the question ‘Must you make so much noise?‘ could very well be about complaining.
Analysing discourse might seem sometimes complicated and even unnecessary, but it is actually very valuable in the language learning and teaching field. One could, for example, analyse classroom interaction “to identify elements of dialogue that validate and create a classroom space that values and encourages students’ contributions to the teaching and learning processes in dialogic interaction” (Sybing, 2023, p. 88). In other words, discourse analysis can be used to improve language learning and teaching practices. Let’s give it a try as well, only at a very simple level.
LAS Activity 407. Discourse analysis (PORTFOLIO)
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- Transcribe 2 minutes of a conversation from a movie or a TV series. Make sure there are enough instances of the spoken language features mentioned in section 4.2.
- Write the account of the conversation in your own words.
- Enumerate and exemplify the differences between the two texts.
- Find examples in both texts of language functions and the language forms used to perform them.
- Upload your file in the corresponding activity.
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- Transcription of conversation, specifying the movie or TV series it is from, with each line numbered.
- Written account of the conversation, indicating the number of lines every five lines.
- List of differences with examples (using the number of lines in both transcription and written account).
- Examples of functions and the corresponding language form used to perform it, indicating text (transcription or written account) and line.
You just finished reading the content of the tab about Content.
Activity
- Transcribe 2 minutes of a conversation from a movie or a TV series. Make sure there are enough instances of the spoken language features mentioned in section 4.2.
- Write the account of the conversation in your own words.
- Enumerate and exemplify the differences between the two texts.
- Find examples in both texts of language functions and the language forms used to perform them.
- Upload your file in the corresponding activity.
Content
- Transcription of conversation, specifying the movie or TV series it is from, with each line numbered.
- Written account of the conversation, indicating the number of lines every five lines.
- List of differences with examples (using the number of lines in both transcription and written account).
- Examples of functions and the corresponding language form used to perform it, indicating text (transcription or written account) and line.
This portfolio activity is 0.4 from your total portfolio points (2.0).
This portfolio activity is 0.4 from your total portfolio points (2.0).Bibliography
Instruction: Click on the button below to read the information.
Bibliography
AlMumar, H. (2023). Iraqi EFL Learners’ Recognition of Speech Acts Expressed by English Interrogatives. Kufa Journal of Arts, 1(55), 745–775. https://
Crystal, D. (2010). The Cambridge Encyclopedia of Language (3rd ed.). Cambridge University Press.
Davies, P. & Fraenkel, A. (2003). The Language in English Teaching. Richmond Publishing.
Farrell, T. S. C. (2019). Reflective Practice in ELT. Equinox.
Fromkin, V., Rodman, R. & Hyams, N. (2017). An Introduction to Language (11th ed.). Cengage.
Jacobs, R. A. (1995). English Syntax: A Grammar for English Language Professionals. Oxford University Press.
Nunan, D. (1993). Introducing Discourse Analysis. Penguin English.
Palmer, F. R. (1984). Grammar and Grammars. In F. R. Palmer (Ed.), Grammar (pp. 9-14). Penguin.
Sybing, R. (2023). Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction. Classroom Discourse, 14(1), 88-104. https://
Thornbury, S. (2002). How to Teach Grammar. Longman.
Thornbury, S. (2005). Beyond the Sentence: Introducing Discourse Analysis. Macmillan.
Instruction: Click the button to download the bibliography.