Functions how to teach functions didactics

how to teach functions effectively

1. Teaching Functions

2. Task 1: What are language functions? What are the common 'language functions? 2/1/20XX PRESENTATION TITLE 2

3. 1. What are language functions? Language functions refer to the various purposes or intentions that underlie our use of language in communication. Essentially, when we speak or write, we are typically aiming to achieve some specific objective. With the help of language functions exponents, we can express our intentions, feelings and ideas. 2/1/20XX PRESENTATION TITLE 3

4. What are language functions? What are the common 'language functions? 2/1/20XX PRESENTATION TITLE 4

5. 2. What are the common 'language functions? Informative Function : Conveying information, facts, or data. For example, teaching a class, announcing news, or providing instructions . Directive Function : Trying to get the listener or reader to do something. This includes giving commands, making requests or offering suggestions . Questioning: Used to elicit information from others, ranging from simple factual inquiries to more complex explorations of ideas and opinions . 2/1/20XX PRESENTATION TITLE 5

6. Expressive Function: Expressing personal feelings or emotions, like happiness, anger or surprise. This can be seen in exclamations or sharing personal experiences. Social Function: Language used for maintaining relationships and social interactions. This includes greetings, farewells, small talk and polite expressions. Persuasive Function: Used to convince others to adopt a certain belief, attitude, or to undertake an action. This is often found in advertising, political speeches and debates. 2/1/20XX PRESENTATION TITLE 6

7. Narrative Function : Telling stories or recounting events, often involving a structured beginning, middle, and end . Aesthetic Function : Using language for artistic expressions such as in poetry, drama, art certain styles of prose ta evoke emotions or provoke thought. Understanding of Linguistic Elements: A deep understanding of the structure of language-including syntax, semantics, morphology, and phonology-is crucial. Teachers should be well-versed in how language components interact to convey meaning. 2/1/20XX PRESENTATION TITLE 7

8. Awareness of Pragmatics: Knowledge of pragmatics, the study of how context influences the interpretation of meaning, is essential. This involves understanding how different contexts affect the way language is used and interpreted. Cultural Competence: Language is deeply connected to culture. Teachers must be sensitive to the cultural backgrounds of their students and understand how cultural context influences language use. Socio-linguistic Skills: An awareness of the variations in language use among different social groups and in different settings helps in teaching language functions that are appropriate to various social contexts. 2/1/20XX PRESENTATION TITLE 8

9. Task2 In a group, discuss this question: What should teachers know and be aware of before starting to teach language functions? 2/1/20XX 9

10. Understanding of linguistic elements: A deep of understanding of the structure of language, semantics morphology and phonology is crucial. Teachers should be well versed in how language interact to convey meaning. A wareness of pragmatics context  knowledge of pragmatics to study of how context influences the interpretation of meaning is essential. It involves understanding how different contexts affect the way language is used and interpreted. Cultural competence  Language is deeply connected to culture. Teachers must be sensitive to cultural backgrounds of the students and understand how cultural context influences language use. Socio-linguistic skills:  An awareness of the variations in language use among different social groups: (yes, yeah…) Language proficiency: Teachers must have high proficiency in English, enabling them to model functions accurately and correct students’ mistakes effectively. 2/1/20XX 10

11. Communication skills: Strong communication skills in both verbal and non-verbal communication help teachers convey meaning clearly and interact effectively with students such as the use of gestures and body language. Pedagogical skills Effective teaching strategies are vital. This includes the ability to design engaging and interactive lessons, use of educational technology, and the methods to assist students learning effectively. Flexibility and adaptability Reflective practice What prevents students from learning 2/1/20XX 11

12. Task3 One essential component to to contextualize language function exponents is the speech situation. What are the elements that contribute to speech situation? 2/1/20XX 12

13. When contextualizing language function exponents in a speech function, several elements are essential to consider. These elements help in understanding how language is used and interpreted in different contexts: Here’s breakdown of these elements. 2/1/20XX PRESENTATION TITLE 13

14. 1. Participants: Who is involved in the communication? This includes the speaker, the listener, and any other people present. Characteristics such as their age, social status, relationship to each other, and roles within the conversation can influence how language functions are used and understood. 2. Setting Where is the conversation taking place? The location and setting (for example classroom, workplace, social gathering) can significantly affect the language used. Formal settings might require more structured and polite language, while informal settings might allow for more casual expressions. 3.Purpose. What is the aim of the interaction? Understanding the speaker's intent (to inform, persuade, entertain, etc ) is crucial as it directly influences the language functions employed. 4.Topic: What is being talked about? The subject matter can dictate specific vocabulary and language structures. For example, a discussion about a scientific topic may use more technical language compared to a casual conversation about weekend plans. 2/1/20XX 14

15. 5. Channel Through what medium is the communication happening? Is it face-to-face: over the phone: via email or through another form of communication? The channel can affect the formality and style of language used. 6. Code What language or dialect is being used? The choice of language or dialect can reflect and accommodate the cultural and linguistic backgrounds of the participants 7. Norms of Interaction and Interpretation: What are the expected social rules governing the communication? These norms can guide how language is used and what is considered appropriate or inappropriate in the given context 8. Feedback What kind of responses are given by the listener(s)? Feedback can be verbal or non-verbal and helps the speaker adjust their message, clarify their statements and gauge understanding. 2/1/20XX 15

16. EXPERIMENTING Task5 1. Go through the material to teach functions from OUTLOOK. 2. Identify the rationale behind each task. 3. Tell which tasks can be inserted under which PHASE and STAGE. 2/1/20XX 16

17. Task 6 Discuss in a group how your way of teaching functions helps students develop COMMUNICATIVE COMPETENCE, namely: a. Linguistic competence b. Sociocultural competence c. Discourse Competence d. Strategic competence 2/1/20XX 17

18. Linguistic competence students are aware of the exponents/expressions to express different functions and are able to use them accurately. 2. Sociocultural competence: Students are aware of which exponents to use in formal and informal settings according to the social roles they act out (friend, teacher, waiter, mother.). They are also aware of the cultural aspects of the functions through using polite and standard language. 3. Discourse competence: Students are aware that using functions they need to engage in conversations, dialogues, mini-dialogues. Besides, they need to have other people to talk to create exchanges. 4. Strategic competence: Students are aware that they are able to use the functions learned when they find themselves involved in situations which entail the use of these language functions. In other words, students are able to get themselves out of unpredicted and unplanned situations. 2/1/20XX 18

19. Task 7 What can teachers gain from such a workshop on teaching language functions? 2/1/20XX 19

20. Understanding Language Functions: Participants have gained a thorough understanding of various language functions such as requesting, apologizing, instructing, and arguing. They explore how these functions are fundamental in helping students use language pragmatically and appropriately in different contexts. 2. Practical Application: The workshop emphasizes practical teaching strategies that can be directly applied in the classroom. Teachers practice how to design activities and lessons that encourage students to use language functions effectively, enhancing their communicative competence. 3. Interactive Learning Techniques: Teachers learn and share interactive techniques such as role playing, group discussions, and simulations. These techniques help students practice language functions in a supported, real-world context, making learning engaging and effective: 2/1/20XX 20

21. 4. Assessment Strategies: The workshop covers various assessment strategies to evaluate students' mastery of language functions: Teachers learn how to create assessment tools that are both formative and summative, allowing them to measure progress and adjust teaching methods accordingly. 5. Continued Professional Development: Encouragement for ongoing learning and collaboration among peers is a significant focus. Participants are urged to continue sharing insights and experiences, utilize peer observations, and engage in further professional development to refine their teaching of language functions. 2/1/20XX 21

22. THANK YOU Trainer : Prof. A.OULBOUCH 2/1/20XX PRESENTATION TITLE 22