Second edition

Learners* possible language functions

t The teacher enters a noisy classroom and asks the learners to be quiet. The teacher greets the learners (e.g. says hello) and they reply. The teacher quickly checks through the homework with the class before collecting it.	greeting, apologising, explaining, checking answers, accepting a correction, expressing doubt/surprise
2 The teacher hands out a reading text (a story) and gives learners instructions for the pre- reading discussion task. The learners check the instructions with the teacher and then do the task in pairs before class feedback.	asking for clarification, suggesting, giving reasons, negotiating, checking, repeating
3 The teacher sets the questions for the reading task. Learners do the task individually, then check in pairs before the teacher checks with the class.	negotiating, confirming answers, agreeing, disagreeing, asking for an opinion, providing information, acknowledging (showing you have noticed)
4 The teacher asks the learners to retell the story in their own words, checking understanding of vocabulary at the same time. The teacher focuses on pronunciation of new vocabulary.	retelling a story, summarising, explaining, giving a definition, speculating (making a guess using information about the situation), repeating, self-correcting
5 The teacher sets homework for the following day. The lesson ends.	checking instructions, asking for clarification, confirming information, saying goodbye

The functions learners use are often the same as those used by teachers, for example clarifying instructions (repeating or changing them so that they are clear), giving


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Unit 28 Identifying the functions of learners’ language

a definition, checking instructions. This is because of the interactive nature of the classroom. However, teachers will tend to do more instructing than learners, and learners will tend to use different exponents to express the same language functions. The exponents learners use to express different language functions will vary according to their age, learning needs, level and the learning context.
There is a range of different exponents for each classroom function. The exponents that learners choose and use will vary. We teach our learners to use exponents which arc appropriate tor the context in which they are learning and in which they will be using the language, for example in a business situation. Here are some examples of a range of exponents for suggesting. You can see that they would not all be suitable for teaching to all learners.
This?
Let's do this.
Why don't we start with this picture?
Wait a minute. How about we begin here and then it'll be easier to do the rest of the task.
Eve got an idea. What do you all think if we begin our discussion in groups and then after five minutes, we can share our ideas together as a whole group?
■ Key concepts and the language teaching classroom
Read These t/ps and tick the ones wh/ch are most important for you,
© Learners need a range of exponents so that they can interact appropriately with each other and with the teacher. In most classrooms, learners will use exponents which are neutral in style. However, in some learning contexts, for example with business or commercial students, it is useful for learners to learn exponents which are less formal, for example for use in a classmom/social context, or exponents which are more formal, for example for use in business meetings.
• Students can learn exponents as language chunks. They don't need to understand the grammar of the utterance. They need to know when to use it and what it m ea n s; for ex a m pie: H '$ my tu rn.flt's your tu rn.ll'm first. / After you. /I ’ve won. m Sets of useful exponents can be displayed on the classroom wails as a reminder for learners,
© Exponents for common language functions should he introduced on a step-by- step basis. If we encourage learners to use these exponents regularly during lessons, they soon get used to using English as the medium of interaction. Many coursebooks or textbooks introduce exponents for classroom functions on a regular basis.
© Elementary learners, both adults and children, may not have sufficient English to be able to communicate the range of language functions in a typical lesson in the target language. This means that either they can't communicate as they want to (in. English) or that they use LI. It's important to have a clear policy about use of LI in class: when learners can use it and how much we let them use.
© Exponents can be introduced to learners by teachers modelling them as part of their own classroom language. For example, by using the exponent Do you agree? when eliciting students' opinions, we provide them with an exponent which they can use when eliciting each other's opinions in pair and group work.


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Module з