Ling-teo, Speech Function

8/10/2019 Ling-teo, Speech Function

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we will explorethe LANGUAGE RESOURCES which allow us to interact with others

TO NEGOTIATE RELATIONSHIPS

and

TO EXPRESS OPINIONS AND ATTITUDES.

This is the interpersonal function of language,

which is influenced by the tenor of the immediate context (power and less power),

that is, the relationship of status and solidarity between the producer of the text and

the audience.


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Language for interacting

With others


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Actually

Language is used to communicate

We forget one basic thing


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Traditional T.L in

Language

Culture

Lack of

Function

Expressing

Idea

BOOK

GRAMMAR AND MEANING


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Is there any

TEXT ?

Test

Exploring interpersonal

meanings in images


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Bob Randall and

Melanie Hogan in Nyuntu Ninti

1. Who is interacting in the text?The two people (Bob and Melanie) are interacting with each other and the viewer.

2. Are the people in the image looking directly at the viewer or at another person or thing in

the image?The people are looking directly at the viewer, demanding our attention, perhaps inviting us to share their journey

3. Does the viewer look down on the people in the image or up at them?We are at eye level, indicating a relatively equal relationship between viewer and viewed.

4. Are the people in the image represented in close-up or at a distance?

Close up shot with not much background brings viewer into a close relationship

5. What kinds of emotions are expressed in the image?Realistic photo presents people as individuals with emotions we can relate to; the people are touching and smiling, showing

positive emotion (happiness, love, harmony).

6. Are there any elements in the image that are used as symbols? What do they symbolize?The closeness of the indigenous man and white woman symbolizes reconciliation


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the location of

the people expresses exper iential meanings, the obvious

closeness of Bob and M elanie also

symboli zes positive values of reconcil iation.


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We will focus on the resources used by speakers and writers to

interact with audiences inVERBAL TEXT. However, at the end ofthe chapter we will revisit our analysis of visual images to examine

the multiplied interpersonal meanings created by the interplay of

verbal and visual resources

This following discussion


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Would you like Soto?

Let me get you a bowl of Soto

Get me a bowl of Soto, please

Wow is this Soto good?

Who makes the best Soto?

Does Lamongan make great Soto?

Lamongan has great Soto

?StatementQuestionCommand

Offer


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Ways of interacting Speech function Example

To give information Statement Lamongan has great Soto

To ask for information or

engage audienceQuestion

closed (yes/no) Does Lamongan make great Soto?

open (Wh-) Who makes the best Soto?

Rhetorical Wow is this Soto good?To get something done

DirectlyCommands Get me a bowl of Soto, please

To offer to do something OfferWould you like Soto?

Let me get you a bowl of Soto

In any kind of interaction there are a number of ways in which we can exchange meanings with others

giving or asking for information or for goods and services. To interact in these different ways, we

use different patterns of linguistic resources called speech functions. The speech functions we can

choose from are statements, questions, commands and offers.


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Exercise 1

Please, Identifying speech functions in literary text in the table below,

the speech functions of underlined clauses.


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TEXT 1 TEXT 2 TEXT 3

Text type Historical recount Procedure Exposition

Social purpose of

the text

To retell events in

timeto give instructions to argue a case

Most common

speech function/s

in the text

statement commandsstatements and

rhetorical questions

How choice of

speech functions

contributes to tenor

and purpose of text

Statements establish

authoritative

expert status to

provide

information to non-experts about

historical events

commands clearlyestablish distant,

expert, authoritativestatus between writerand reader

so little work required tonegotiate tenor

statementsestablish authoritativestatus, first rhetoricalquestioninvites reader to engagewith topic, second builds

solidarity and ispersuasive by makingthe writers viewseem commonsense


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Speech functions:

Direct ways


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Exercise 4

Identifying indirect clause structures of commands

Selection from the wide list of resources used by teachers to regulate the behavior of

students in direct and indirect ways. Indirect commands, sometimes called

interpersonal metaphors, can be used to demand goods and services in more formal

and courteous ways than those typically used between family and friends or in

contexts where power differences are emphasized, for example, in the army


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In the classroom

Indirect commands may be confusing to students

who have not yet developed a

wide repertoire of interpersonal resources.

Explicit teaching of the meaning and

structures is needed to create these ways of interacting

as it supports children in building effective relationships

with teachers and later with employersand colleagues in the workplace.


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1. In what ways is this text typical of much classroom interaction?

2. Comment on the clauses the teacher uses to manage the classroom

context.3. What other resources are used to manage the classroom?


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1. This is typical because the teacher is in control of interaction, involved in

teaching content and regulating behavior. She initiates discussion and elicits

information (that she presumably already knows) from students and moves

on to ask for information she doesnt know.

2. The teacher uses direct commands to get students to do things and uses open

and closed questions to elicit information

3. The teacher calls students by first names, however, they call her Miss. Theteacher can talk to the students without putting her hand up


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We see that the teachers and students

use different types of clauses andterms of address for different ways of

interacting.

These combinations are important in

expressing differences in age, status,

authority and frequency of contact.


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1. What is the social purpose of this text?

2. How would you describe the tenor relationship?

3. Comment on the clauses Lewis uses to establish this tenor and to achieve the social purpose.


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CONCLUSION TEACHING

?

Showing a visual

as a source to connect

prior knowledge to

the material is going to teach

Speech functionDirect Command

Indirect Command

Drill

Drill


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We might have noticed that a number of the

declarative clausesused to express commands

After this

, we will get another way to express command in the

forms of auxiliary verbs

We call modal verbs(eg must, need to) to temper or

strengthen the urgency of the command. In the

following sections we will continue to explore

modality, and other interpersonal resources needed in

different kinds of interactions

Ling-teo, Speech Function

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