The way of
describing how we use language and reasons why we communicate is called functions. For
example: greeting, apologizing, inviting, advising, and so on. In other words, each
day when we write, or speak something has to have a purpose and will be
reflected in the situation in which it is used, this is known as register.
However, according to Butler (2003), the relation between linguistic patterns
and context
is all about Functional Approach. On the other hand, there are three main
aspects in functions such as: context, exponent and function. Context is
about a word surrounded by others that affect its meaning. Exponent refers
to the language we use to express a function and each one can express different
functions at the same time but it will depend on the context that is used. So,
an exponent can express levels of formality (at speaking). Formal (socially
distant) and informal
(socially casual). Finally, Margie (1983) states that functions are based in
factors as: meaning potential, language function and context of situation. So,
learners will learn functions easily if they relate them with real life
situations. All in all, I would use handouts in which many exponents would be
written as examples in order to make students determine which the correct
function is for each. Besides, they will practice vocabulary as well as
grammatical structures with them.
BIBLIOGRAPHY:
Spratt, M., Pulverness, A., & Williams, M.
(2011). The TKT Teaching Knowledge Test Course Modules 1, 2 and 3. United
Kingdom: Cambridge University Press.
Butler, C. (2003). Structure
and Function: Approaches to the Simplex Clause. Retrieved from Google
Books: https://books.google.com.ec/books?id=fxzPs31VDHIC&pg=PR16&dq=functional+approach+in+grammar&hl=en&sa=X&ved=0ahUKEwjzh5GVgbnTAhVFfiYKHRqWDzwQ6AEIMjAD#v=onepage&q=functional%20approach%20in%20grammar&f=false
Halliday, M. (1973).
Explorations in the Functions of Language. Edward Arnold (Publishers)
Ltd., 25 Hill Street, London WIX 8LL, England (1.00 Pound Paper). Retrieved from https://eric.ed.gov/?id=ED095550
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