2. Chapter four Types of Language Functions

3. At the Intermediate stage we deal with only functional language i.e., the language which we use for communication and which helps us in performing our daily functions normally carried out in the native language. One who learns a foreign language should be able to use it in different situations and for different purposes. The EFL curriculum, therefore, must pin-point certain types of such language functions which are important and useful from our social and cultural point of view.

4. Many foreign language teaching experts have worked in this area and have prepared broad categories of language functions and have left the details to be worked out by the EFL teachers themselves in line with their needs and circumstances. For example Wilkins (1972: 14-33) earmarked eight categories of language functions related to expression of personal and interpersonal emotions. Similarly, Van EK (1980) drew his own list of language functions involving persuasion, dissuasion, socializing, emotions

5. and feelings. Based on these two lists Finocchiaro and Brumfit (1983:65-67) have prepared their own list of language functions which they have divided in the following five categories: 1.Personal. 2.Interpersonal. 3.Directive. 4.Referential. 5.Imaginative. A critical look on the details of these categories of language functions indicates their usefulness and relevance to our needs.

6. Language Functions Specific language functions under each heading include the following: 1- personal It refers to our selves, our emotions and our ideas.( clarifying or arranging one’s ideas; expressing one’s thoughts or feelings): love, joy, pleasure, happiness, surprise, likes, dislikes, satisfaction, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow,

7. Frustration, annoyance at missed opportunities, moral, intellectual, and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth. 2 - Interpersonal It refers to any dialogue takes place between two persons. ( enabling us to establish and maintain desirable social and working relationships). The Interpersonal category includes:

8.  Greetings and leavetakings.  Introducing people to others.  Identifying oneself to others.  Expressing joy at another’s success.  Expressing concern for other people’s welfare.  Extending and accepting invitations.  Refusing invitations politely or making alternative arrangements.  Making appointments for meetings.  breaking appointments politely and arranging another mutually convenient time.

9.  Apologizing.  Excusing oneself and accepting excuses for not meeting commitments.  Indicating agreement or disagreement.  Interrupting another speaker politely.  Changing an embarrassing subject.  Receiving visitors and paying visits to others. offering food or drinks and accepting or declining politely.  Sharing wishes, hopes, desires, problems.  Making promises and committing oneself to some action.

10.  Complimenting someone.  Making excuses. 3 - Directive It refers to giving orders or directions- making requests. (attempting to influence the actions of others; accepting or refusing directions):  Making suggestions in which the speaker is included.  Making requests, making suggestions.  Refusing to accept a suggestion or a request but offering an alternative.

11.  Persuading someone to change his point of view.  Requesting and granting permission.  Asking for help and responding to a plea for help.  Forbidding someone to do something; issuing a command.  Giving and responding to instructions.  Warning someone.  Discouraging someone from pursuing a course of action.

12.  Establishing guideline and deadlines for the completion of actions.  Asking for directions or instructions. 4 - Referential It refers to reporting about things at home or class or street …..etc. (talking or reporting about things, actions, events, or people in the environment in the past or in the future, talking about language).

13.  Identifying items pr people in the classroom, the school, the home, the community.  Asking for a description of someone or something.  Defining something or a language item or asking for a definition.  Paraphrasing, summarizing, or translating (L1 to L2 or vice versa).  Explaining or asking for explanations of how something works.  Comparing or contrasting things.

14.  Discussing possibilities, probabilities, or capabilities of doing something.  Requesting or reporting facts about events or actions.  Evaluating the results of an action or an event. 5 - Imaginative  Discussing a poem, a story, a play, a painting, a TV program, etc.  Expanding ideas suggested by others or by a piece of reading.

15.  Creating rhymes, poetry, stories, or plays.  Recombining familiar dialogs or passages creatively.  Suggesting original beginnings or endings to dialogs or stories.  Solving problems or mysteries.  It is hoped that the above-mentioned categories of language functions would provide a good framework for the selection of suitable English expressions, vocabulary and structures to ensure the appropriate communicative use of English.

16. Best of luck Dr. Nissrein Abdel Bassett El-Enany