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Preoperational cognition

The child is learning more about how to relate to others (social development) as well as about how he or she thinks about play (cognitive development) than the child is learning sentence structures. Analyzing only the sentence structures does not explain how language functions for this child. To understand how a child thinks and how the child is able to socialize, the child’s use of language for cognitive and social function is important to consider.

Activity: Why is language function important to consider in assessing language?

James is a neuro-typical, three-year-old boy who is learning language to represent his thinking and acting. In the previous example, his behavior and spoken utterances in relationship to his grandmother show that he has learned a lot of perceptual patterns that are becoming concepts about James, in relationship to other people, and what he and others in his world can do. He is able to extend the meaning of the basic semantic relationships of agents, actions, and objects from himself to Grandma.

Because James’s thinking is beginning to become more complex, then his social intentions also increase in number and complexity of function. For example, James says, “Grandma, come play.” Grandma says, “James, I came to talk with your mom about some adult concerns. When we are through talking, I will come and play with you. So, go play with your toys and I will come to play in a little while.” Grandma uses a lot of good, rich, functional language. She explains what she can and cannot do in response to his request. James understands that Grandma is not going to play but he does not understand why she is not going to play because Grandma’s language uses a lot of adult language. James does not know when she will play even though she says she will play. So, James tugs on Grandma’s hand and tries to pull her in the direction of his toys. Grandma sets the limits of James’s language function. She says, “No! I am not playing with you now. I am talking with Mom. Go play with your toys.” James’s social intention of greeting Grandma and getting Grandma to play have been less than completely successful. So, he hangs his lip and goes to play with his toys. Grandma talks with Mom for a few minutes and then goes over and sits down with James. She says, “Okay, I talked with Mom and now it is your turn. I want to play with you and your toys.”

James is learning that when he initiates an intention, the other person may or may not accept the initiation at that moment. This development of language to explain social interaction is helping James learn the social rules of his community. He is beginning to learn that others have their separate needs, wants, and desires. Through language

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Arwood, E. L. (2010). ‘The study of language functions’, in Language Function: An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy. London: Jessica Kingsley Publishers. Available at http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=nlebk&AN=387929&lang=es&site=eds-live&ebv=EK&ppid=Page-__-42

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The knowledge of language functions affect positively my own Teaching of English language in the future this way:

Language itsef posses a variety of functions even without discovering and there is still a lot to learn about them given that all of these neuro-semantic system help us to determine the language learners attitudes and  social communication as well as the meanings of linguistic ítems  that they have learned throughout their growth, their previous instructions and which, of course, they normally use to express their wishes, needs, concerns, opinions and disagreements. Language functions show us why students behave the way the do in classes. In such a way that the nature of my own TEFL future instruction will necessary change as both my understanding of  my students language structure and cognitive acquisition. So, it is absolutely important that we as futureTEFL professionals doing not only  ongoing but thorough research to be keep up with these foreing language teaching field.

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Expanded language functions are the most relevant pragmatic and semantic child's language acquisition which determines his critical thinking and his making-decision. These functions allow child to be rational, to create, and to establish ways of communication using verbal, non-verbal and abstract concepts to express his needs, desires, and thoughts using the sensory inputs provided by the environment in order to found meanings to all his acts as well as his relationship not only with his environment but will all the other human beings that belong to it.

Expanded language functions are:

Displacement: An individual is able to speak about abstractions to express desires, needs, and thoughts.
Example: Diana is a 8-year-girl and she thinks animals deserve to be treated with the same respectas humans . In this case, Diana refers her message in terms of respect.

Semanticity: An individual understands the meaning of concepts, knows that they can vary according to the situations and use them in more complex forms of expression.
Example: Mary is a 12-year-girl, and she can make short stories to explain the importance to actively care for the environment.

Productivity: An individual comprehends the meaning of concepts and is able to use them in a similar way through orality, writing, and numeracy.
Example: Berti is a 9-year-girl, and she is able to have a short conversation in English, read short stories, spell, and pronounce numbers using this language.

Redundancy: An individual uses more words to convey meanings due to generate more efficient communication.
Example: Berti describes the argument of a short story using her English skills. In other words, she makes a literacy analysis explaining the  author’s point of view.

Flexibility:An individual can communicate with others using different ways.
Example: Berti can behave properly at a museum. It’s her first time and she is really motivated with the idea to see various types of local artwork there.

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Social intentions are a conjunction of   pragmatics  acts (verbal or non-verbal) that represent thinking and communicative purpose of a human being.
Social intention functions include:

Greeting: It is considered as an initial contact (verbal or non-verbal) to communication takes place between the child and his context or the child and people around.

Example: Claudia is a baby girl who always runs towards her mother and hugs her.

Requesting: It is considered as a way of greeting but including a specific intention to make something happens.

Example: Claudia runs towards her mother, hugs her and ask her picking her up to have a walk.

Rejecting: It is considered a pragmatic message to rehuse to do something or to have something done.

Example: Claudia detests every time her mom cuts her toe nails. Mom uses Strategies to distract her such as Disney movies, or milk cookies.

Denying: It is considered a strong way of negation which generally tends to promote a strong rejection of existence, that is, to refuse that another form of life interferes with child’s purpose to receive certain results through specific actions.

Example: Claudia plays with dolls and listens to Mozart child music. Suddently, her mother turns off the radio and invites her to play. Claudia gets upset and ask her mother to stay away because she wants to keep playing alone.

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Language function of extension can be considered as a specialized skill involving language processes and mechanisms solidification. A learner possess a better understanding of his or her environment, takes advantage of its elements, incorporates sense to his or her attitudes. Aditionally, language function of extension help develop concrete cognition because  this new learner is a human being who already has communicative and semantic structures with a much more defined percentage that helps him to reject answers, deny sensations (e.g. lie or manipulate),  be flexible (e.g. accept that not all times he or she can play with dad or go to the park) and even be redundant with what he or she wants (e.g. insist on nonsense or nonsense) as well as the ability to be really intended with all messages at the time of establishing effective contact with other beings within their immediate environment and with themselves thinking and devising new forms of communicative concepts).

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III-LANGUAGE FUNCTIONS ARE THE SOCIO-COGNITIVE PROCESSES OF THE HUMAN'S NEURO-SEMANTIC LANGUAGE LEARNING SYSTEM. 

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III-LANGUAGE FUNCTIONS ARE THE SOCIO-COGNITIVE PROCESSES OF THE HUMAN'S NEURO-SEMANTIC LANGUAGE LEARNING SYSTEM. 

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Language functions are the socio-cognitive process of the human’s Neuro-Semantic Language Learning System because language itself represents not only a learner’s thinking but also a learner’s social and cognitive development. What it means the learner (child) once begins to learn how act lonesome (making his/her own choices, e.g. cry for a cookie, a bottle, point to a ball to play)he or she demonstrates others that he or she is able to  take several or all the elements of the environment due to appropriate and use them depending on his or her momentary desires as well as it becomes a communicative bridge that allows other human beings around the child (their parents, siblings, relatives ) know their first attitudes and thus determine what kind of personality can finally define him or her.

However, it must be borne in mind that the use of these resources of the environment, can often denote negative results (in this case, that the child is not clear with what you want to ask or reject), although this is also part of the formation of visual, auditory, motor and cognitive language structures that as child grows, build and reflect more complete, stable and complex communication behavior himself, with their mother, and with the same environment. Once this happens, in which actions make sense for the child, in which the desires and needs are correctly decoded by his closest beings (mainly the mother) and that the choices are less and less prone to error, that means, what is communicated is not misinterpreted. In such a way, we can affirm that the child begins to think about structures of ideas that he or she can use as he or she grows to establish direct and intimate contact himself  and with the environment that surrounds him. In this way, the child (apprentice) creates, models and transforms linguistic meanings with value and semantic meaning, and even, pragmatic, because the responses to their acts have more secure feedback and the communication that begins to develop is clearer and more forceful.

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To promise, to marry, to vow… All of these language functions and many more… Create more meaning than words, sounds, and sentences.

This quote represents sophisticated concrete cognition forms of a human being language learner. The use of this mental language structures mostly represent thinking and the act of thinking allow humans to vote, to make promises, to design plans, to achieve goals, in other words, to stablish completed and effective neuro-complex decisions, constructions, and actions to develop a human’s social and cognitive being even if humans did not experiment it before. So, we can conclude that these language functions are proper of human beings because the most language functions learnt, the better cognitive ways to  being human.

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I-CONCEPT MAP BASED ON THE CHAPTER: The study of language functions by Arwood, E.L. (2010)

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I-CONCEPT MAP BASED ON THE CHAPTER: The study of language functions by Arwood, E.L. (2010)

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CONCEPT MAP_LANGUAGE FORMS_CLAUDIA SUMOZA ALFARO

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I-CONCEPT MAP BASED ON THE CHAPTER: The study of language functions by Arwood, E. L. (2010)
II-QUOTATION EXPLANATION
III-LANGUAGE FUNCTIONS ARE THE SOCIO-COGNITIVE PROCESSES OF THE HUMAN'S NEURO-SEMANTIC LANGUAGE LEARNING SYSTEM.
IV-LANGUAGE FUNCTION OF EXTENSION
V-SOCIAL INTENTION FUNCTIONS
VI-EXPANDED LANGUAGE FUNCTIONS
CONCLUSION
REFERENCES

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UNIT 2: TASK 4-DIGGING INTO LANGUAGE ISSUES
TYPES OF LANGUAGE FUNCTIONS
INDIVIDUAL ACTIVITY

CLAUDIA PATRICIA SUMOZA ALFARO
ID Code: 1128053315

PRESENTED TO:

DIANA CONSTANZA CRUZ
Tutor

LANGUAGE FORMS AND FUNCTIONS
GROUP: 551019_1

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA-UNAD
TEACHING ENGLISH AS A FOREING LANGUAGE PROGRAM (TEFL-LILE)
CCAV-ROBERTO DE JESÚS SALAZAR RAMOS
CARTAGENA DE INDIAS, D.T. Y C.
NOVEMBER 17 TH, 2017.