4. Functionality and context

The use of language can respond to different and varied purposes that depend on each speaker’s intentions. Linguists have identified many functions of language and they consider that the communication of ideas is only one of many functions. 4.1 Jakobson’s model. stated that a common code is not sufficient for communicative process. A context is necessary from which the object of communication is drawn. He assigns a communicative function to each of the components:

• Emotive function: the addresser’s own attitude towards the content of the message is emphasized (emphatic speech or interjections).

• Conative function: This is used to draw the addressee’s attention. For example, the expression to get the waiter’s attention “Excuse me!” is directed to the addressee.

• Referential function: communication of ideas-facts: eg, the explanation of a lesson or the narration of what has been done during a holiday. It is directed towards the context.

• Poetic function: this is the language used for artistic purposes (poetry) or as verbal play (crosswords, jokes, tongue twisters...). It is directed towards the message.

• Phatic function: helps to establish contact and refers to the channel of communication. It serves to maintain contact between speakers. It is directed towards the channel (Morning!)

• Metalingual function: this is used when explanations are requested for clarification, for example: “I don’t understand”. It is directed towards the code. The English language teacher should not only teach the language for students to communicate their ideas (referential function), but he/she should also teach expressions, phrases, or interjections to help them maintain relationships (phatic function), enjoy the language (poetic function) or to understand the language better (metalingual function).

4.2. Halliday’s model: Halliday believes language exists to fulfil certain human needs. His model is called functional or systemic grammar and it is associated with Chomsky’s generative grammar. He sees language as a social and cultural phenomenon, Chomsky as a biological one.

• The ideational: language as instrument of thought with we represent world to ourselves.

• The interpersonal: language as instrument of transaction (we represent ourselves to other)

• The textual: language as instrument of communication (we construct sentences cohesively) Today, FLT has incorporated functional and communicative potential of language into teaching. Language teaching now focuses on communicative proficiency rather than on mastery of structures. Several pedagogical implications can be derived from this view of language:

• The language presented to students must be contextualized in realistic situations.

• Students are expected to interact with one another in order to experience communication.

• Syllabuses should be organized around the functions that learners should acquire in order to communicate successfully, such as expressing likes and dislikes, asking, identifying...

As we have seen, communication is present in our day in every sense, so as a teacher I must guide and accompany my students in the learning path of the communicative language teaching (CLT). To aim this, I carry out different activities with my students and to enlighten that, I am going to expose a practical example of how I do it. This activity is planned for 4o and consists in a role-play in which some students will act as an interviewer and the others as a famous writer.

For creating a real environment, we will use a green screen to settle up background with genuine context as much related to their life and we will use realia (newspapers).

According to David Nunan’s (1991) 5 principles of CLT, this activity will emphasis on learning to communicate through real interaction in target language and the introduction of authentic texts into the learning situation. Also this activity attempts to link classroom language learning with language activities outside the class because it gives them an actual context to work with.