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.

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. 

 

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.