The Importance of Functional Linguistics in Language Teaching

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The Importance of Functional Linguistics in Language Teaching

Systemic functional linguistics is an approach towards language instruction that emerged in the 1960s and has gained prominence in language education and discourse assessment. Functional linguistics remains critical towards enabling students drawn from diverse ethnic and lingual backgrounds to enhance their levels of literacy. Functional linguistics provides appropriate tools for development of effective texts, which are made up of ideas that are consistent with the cultural ideals and conventions, within which a particular text is written.

Functional linguistics is critical towards second language acquisition as it forms a critical part of acquiring new languages. The study on second language acquisition as been described as being focused on understanding groups as well as individuals who are learning new languages after acquiring a first language as children. The acquisition of a new language, irrespective of the number of languages, is simply described as second language learning. the nature of second language acquisition is inclusive of informal learning which takes place within different naturalistic contexts. On the other hand, formal learning takes places in educational settings such as classrooms and second language learning that incorporates a mixture of such circumstances and settings.

Saville-Troike (2006) informal learning takes place in events such as a child from a country such as Japan ending up in a new environment such as the united states starts developing English skills in the course of interacting with other children from native English speaking backgrounds. Such events usually take place within any form of specialized instruction to learn new language skills. On the other hand, formal language learning takes place in the event that a high school student in Russia or Scandinavia takes a French class, Arabic or a Caribbean attorney takes an English class.

Furthermore, informal and formal language learning takes place when students learn in classrooms and utilize those skills and knowledge gained to socialize with others with different lingual backgrounds. The author notes that in seeking to understand second language acquisition, three questions, what, how and why. The author notes that answering such questions is relatively a challenge as it involves analysis of second language acquisition which is a complex phenomena. Furthermore, such efforts have been complicated by the differences arising from researchers and scholars drawn from diverse educational backgrounds.

Second language acquisition as a field of study has grown significantly which is evident in the extensive number of scholars and professionals involved such as psychology and linguistics. The presence of differing disciplines also presents challenges in terms of the emergence of varied perspectives of the occurrence of second language acquisition. Saville-Troike (2006) takes place in settings where there is significant diversity amongst the learners and in the learning processes. In answering the three questions stated earlier, the what is acquired or learned in the acquisition of a second langue, the nature of learning (how) is largely influenced by the situation contexts which is associated with informal exposure of the speakers to new languages.

Moreover, immersion or inclusion into settings where the individual needs a new language are critical such that he can be able to meet basic needs. On the other hand, it may take place through formal instruction such as schools, with the learning conditions being influenced by relatively powerful cultural, social and economic factors that influence the status of the learners and languages as well. On the other hand, there are intrigues on the different success levels of learners of second languages demands the need to deconstruct the learner and the learning processes.

Linguists have differentiated the presence of varied categories of learners who are defined by their socially-constructed identities and interactions or relationships of their first and second languages. Psycholinguists base their distinctions with focus being on the learner’s aptitude in learning a new language. Other issues for consideration include the presence of varied personality traits or factors, different types and intensities of individual motivation, and varied learning strategies. In addition, social psychologists note of distinctions amongst learners n relation to their respective economic, social and political differences as well as learner experiences in negotiated engagements or interactions. Furthermore, social psychologists may classify learners on the basis of their respective group identities and attitudes that are constructed and conferred upon them by society (Kortmann, 2005, p. 39).

Essentially, the acquisition of second languages usually incorporates a significant number of factors and such as different learning settings, learner traits and contexts or circumstances. Thompson (2011) notes that context or settings and language are inextricably related and naturally occurring. Real language is context-embedded, which provides insights as to why a specific language is used and for which reasons it emerged. The author notes that functional approaches to grammar usually result in the association of meaning with function of speech. The author adds that a number of models have been proposed to illustrate the types of functions that languages are used.

Thompson (2011) points out Michael Halliday’s three forms of meaning which include the use of language in interpret personal experiences with the world, use of language in interaction with other individuals as part of establishment and sustenance of relations and use of language to undertake organization of personal messages. Such elements enable individuals to maintain relations and organize information, which is essential in construction of group and subsequent individual identity. In line with the definitions, the author notes that there are other distinctive categories such as expressive functions that language is used for after being acquired by a learner.

According to Hallidyan Functional Grammar, the three categories are used as a basis for explorations of the development and interpretation of meanings. They provide for association of the distinctive types of roles and functions and meanings with distinctive patterns of wordings to a level that other categorizations fail to achieve. In the text the author suggests that the interaction and linkage of meaning and wording is critical. Such is because of the primary concern with functional grammar as opposed to being limited to only semantics. Furthermore, it is critical to keep in mind the words or structuring of words that people utilize with the aim of carrying out such functions.

In developing second language knowledge, the learners develop second language learner language also known as inter-language, which is usually indicative of the emergence of a system with an interim structure as opposed to imperfect imitations of the language (TL). It is also described as a predictable yet systematic and dynamic with continuity in evolution as the learners develop new skills and knowledge through receipt of new input and assess such information in relation to the language. Inter-language has been described in literature has have traits that are influenced by the learner’s first language, traits of the second language, and characteristics that tend to mark a majority of inter-language systems.

Yule (2006) undertakes a discussion of what he understands as language and the methodologies used by linguists in achieving the existing body of knowledge. There are numerous developments in studies conducted on the study of language over the past few decades. The author notes that an individual speaker of a specific language has relatively comprehensive “unconscious” knowledge on the functionality of language than linguists.

Yule (2006) suggests that animal communication is usually designed to suite immediate needs. He suggests that displacement allows human beings to refer to the past and future. Displacement allows individuals to engage in discourse about places, events and things that may be fictional in nature such as Santa Claus, fairies, angels, heaven and superheroes. However, animal communication lacks capacity to engage in such form of communication. He notes that linguistic form of a language does not have an iconic or natural relation with the meaning. It is evident from the discussion that human beings are in continuous development of new utterances and expressions through manipulation of linguistic resources in defining and describing new elements situations and objects. The author describes such a property as productivity in that it is associated with the anticipated or potential total number of terms or utterances within a human language is finite.

Cameron (2001) develops a discourse analysis with the primary focus being on understanding spoken language. The author points to the definition of language as described by linguists who note that it system that involves other systems. All systems are distinctive in terms of their respective forms, structure and organization. Such is evident even in the sound systems of a given language (described as phonology) lacking in similar types of units or rules used in combination as well as the grammatical organization of the language.

The author continues by adding that as units increase in size, such as words becoming large than the sounds or sentences being large than the words, is indicative of the ascent from one organizational level to another. Thus, discourse is related to focus on analysis of language above sentences. Such suggests that the focus is on patterns (organization and structure) existing in units that are extensive, large than a single sentence. In essence, the language-users usually engage in regular interpretation of sequences, which are longer than a single sentence as texts, as segments combine to form a larger element. The interaction amongst people (discourse) is usually reflective of the repertoire in use by a specific community.

Processes through which languages are passed from one generation or group to the next is defined as cultural transmission. Studies indicate that human beings are inherently predisposed to acquisition of new languages. However, were not born with capacity to produce utterances in specific languages, with language been acquired from a language as part of identity to a given culture. The patterns assumed in animal communication are that creatures possess a set of inherent signals that distinctive and are produced in an instinctive manner.

Cameron (2001) uses an example of birds, by noting that the songs produced by these creatures are part of their instinct, which arises from learning and interaction with the environment so as to produced the best song. In addition, if such birds spend a period of seven weeks hearing the sounds produced by other birds, they instinctively product similar sounds, albeit in an abnormal or varied way. The author also identifies humans by referring to the processes used by infants who grow up in isolation, in that they do not produce instinctive language. The author affirms that cultural transmission remains critical towards language acquisition amongst human beings.

Human language is assumed to be organized in two levels simultaneously, in a property described as double articulation or duality. In the development of speech, there is a physical level that involves production of individual sounds such as b, n and i. these individual sounds lack intrinsic meaning. Thus it is evident of the presence of distinct sounds and distinct meanings. The layering of language emerges as a distinctive and economical feature of the human discourse given that using limited discrete sounds it is possible to develop a significant number of sound combinations (words) that are varied in meaning.

Different individual communicative signals are evidently in single fixed forms which cannot be broken down into separate parts. Although animals such as cats and dogs are able to produce distinctive meanings, they do not engage in combination of separate elements to produce sounds that have different meanings. Studies not that society has contributed towards gendered interactions and speech. For instance men are assumed to have relatively longer vocal tracts, thicker vocal cords and large larynxes than the women. As a result, men have typically lower pitch ranges than women. The term pitch refers to the effects of vibration on the vocal cords, with slow vibrations making sounds seem low and rapid vibration resulting in higher sounds. Despite conversations taking place in incidences of substantial overlap in pitch ranges amongst men and women.

The utilization of high intonation at conclusion of statements, the use of hedges at conclusion of statements and inclusion of tag questions is a common form of speech amongst women. Tag questions consist of short questions that include auxiliaries and pronouns, which are included a the end of statements they usually denote expression of opinions when used by women. Such features of female speech are evidently avenues for inviting agreements with ideas presented as opposed to assertion of authority. On the other hand, men have a tendency of using assertive and strong forms of language. Other studies have noted the presence of preference amongst women or same-gender groups in using indirect speech acts as opposed to using direct speech acts, which is common amongst men in same-gender groups or settings.

It is essential to pay attention to the critical construction of “same gender” interactions and discourse in developing a description of the features amongst men and women. Such takes place due to the fact that a significant part of human socialization takes place in groups. As an individual achieves the age of three years, they have already ascertained their gender identity by becoming attracted to same-gender interactions. As a child reaches the age of five, the boys engage in active exclusion of girls from their group activities and interactions, with active negative comments being made against boys who play or associate with girls (Yule, 2006, 34).

Essentially, such behavior becomes the norm in the course of their childhood, as boys increase their group interactions, usually within competitive activities, developing and maintaining hierarchical relationships. Girls socialize within smaller groups, by engaging preferably in cooperative activities and developing new relationships. A majority of the features identified and associated with female speech such a high frequency question type forms that facilitate the exchange of information in turns, enabling others to speak, is executed with the aim of ensuring that language is a shared activity (Schleppegrell, 2004, p. 34).

Furthermore, it becomes evident of the socially constructed gender interactions that take place within society. For instance, a social interaction amongst men seems organized in a hierarchical manner, with the right to be heard being the ultimate goal. May usually take relatively long turns to make speech, and in a variety of social contexts such as religious events, they are the only ones allowed to make speech. Amongst the effects of the development of different language styles amongst men and women is the emergence of salient features, which become distinctive and as part of cross gender interactions. In same gender interactions or discussions, there are differences in the number of times speakers in a group interrupt each other. On the other hand, men asserting their dominance by frequent interruptions of the female speakers mark cross-gender interactions. In addition, in same gender interactions, women engage in production of an incremental number of backchannels as cues of paying attention and listening.

Such information is indicative of the need to develop accurate and succinct descriptions and definitions of theoretical models and terms used in defining second language acquisition. Such is critical due to the increase in diversity across educational settings such as institutions of higher education and high schools. Furthermore, it is crucial to take note of the importance of instructors and researchers possessing appropriate knowledge related to teaching language structures in discipline-specific settings.

Systemic functional linguistics (SFL) as a theoretical model that is being utilized by academic in the analysis of language or human discourse. There is an importance for instructors to develop working knowledge on the conceptualization of academic language in various content-specific disciplines and the various structural components of language that may be targeted for in-depth instruction. In addition, it is critical for instructors to understand the various avenues that they can utilize to enable learners of English as a second language become proficient in content and language.

The growing levels of diversity in institutions in the United States, demands the need to appraise critically the strategies used in instruction in diverse classrooms. As children acquire language, there is a high conformity to the prevailing cultural values and conduct assumed within a given culture or community group. Subsequently, functional grammar has emerged as an effective means of analyzing language in relation to the need and use of grammar. Such is indicative that context is critical in understand second language learning for students drawn from different first language backgrounds (Jing, 2010, p. 62).

In addition, extensive literature suggests that grammar is oriented towards focusing on construction of grammatical systems as basis for human communication or interaction with one another. Functional grammar understands that grammar is shape by as well as playing a critical role in shaping the social interactions and activities in our daily lives. Functional grammar can be described as having an orientation towards the social as opposed to the biological.

It is critical take note of the need for organization in development of curriculums such that new learners may be able to undergo effective instruction and gain appropriate skills and knowledge to interact in diverse cultural settings or contexts (Chapman & Routledge, 2009, p. 29). Furthermore, it is evident from the review of existing literature that functional grammar has its own traits, which sets it apart as an effective and efficient means of enabling new (second) language acquisition. Moreover, the application of systemic functional linguistics to language instruction has been centered largely on the relevance in application of the model towards understanding the arrangement and construction of new languages.

It is a common assumption amongst linguists that teachers in using the identified approach that the main learning outcome of disciplines in systemic functional learning included awareness of the critical nature and role played by lexicogrammar (a system made up of lexis and grammar) in the negotiation and initial production of social meanings, which are realizable in written and spoken texts (Celce-Murcia, 2007, p. 11). In functional grammar theory is the focus on the functional perspective of lexicogrammar that has a system related to structure of language and function of language as well as the meaning that may be deduced by the speakers of that language. Thus, texts become easily analyzable based on the nature and terms of range. In addition, learning and instruction environments demands constant alternation between application and development of analytical and descriptive skills for various levels of text (spoken and written).

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