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    Functional Approaches

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    Ivanna Quinton Piegas
    Functional approaches view language as a tool for communication that must be adapted to different situations. They focus on the deeper functional levels of meaning constructed through social interaction, cognitive development, and how children learn language structures based on their conceptual understanding of the world rather than superficial rules. Functionalists assert that language acquisition depends on choosing language to meet the needs of a situation, facilitated by social interaction between children and competent language users.

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    Functional Approaches

    Uploaded by

    Ivanna Quinton Piegas
    342 views9 pages
    Functional approaches view language as a tool for communication that must be adapted to different situations. They focus on the deeper functional levels of meaning constructed through social interaction, cognitive development, and how children learn language structures based on their conceptual understanding of the world rather than superficial rules. Functionalists assert that language acquisition depends on choosing language to meet the needs of a situation, facilitated by social interaction between children and competent language users.

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    Functional approaches view language as a tool for communication that must be adapted to different situations. They focus on the deeper functional levels of meaning constructed through social interaction, cognitive development, and how children learn language structures based on their conceptual understanding of the world rather than superficial rules. Functionalists assert that language acquisition depends on choosing language to meet the needs of a situation, facilitated by social interaction between children and competent language users.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    342 views9 pages

    Functional Approaches

    Uploaded by

    Ivanna Quinton Piegas
    Functional approaches view language as a tool for communication that must be adapted to different situations. They focus on the deeper functional levels of meaning constructed through social interaction, cognitive development, and how children learn language structures based on their conceptual understanding of the world rather than superficial rules. Functionalists assert that language acquisition depends on choosing language to meet the needs of a situation, facilitated by social interaction between children and competent language users.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 9

    FUNCTIONAL APPROACHES

    LANGUAGE ACQUISITION
    Functionalism, in linguistics,
    the approach to language stud
    y that is concerned with the
    functions performed
    by language.
    A functional approach asserts
    that we need to learn how to
    choose our language to meet
    the particular needs of a
    situation.
    In most accounts, the
    primary purpose of language is
    to facilitate communication, in
    the sense of transmission of
    information from one person to
    another.
    Nativist vs Functional approaches
    NATIVIST

    Propose generative rules: abstract,


    formal, explicit and quite logical.
    Deal with the forms of language.
    (morphemes, words, rules, etc.)
    Pivot word.
    Functional approach
     Cognition and language development:
     Bloom and Slobin. 1970’s-1980’s
     Deal with the deeper functional levels of meaning
    constructed from social interaction. (suggestion,
    criticism, disagreement, etc.)
     Context: children learn structures, not a superficial
    word order.
     Cognitive development (how children think, explore and
    figure things out)
     Interaction with their environment, developing cognitive
    capacities and their linguistic experienc
    Gleitman and Wanner: Chidlren
    appear to approach language learning
    equipped with conceptual interpretative
    abilities for categorizing the world.

    Semantic learning depends on


    cognitive development, information-
    processing capacities.
     Social Interaction and Language
    Development:
     Holzman. 1980’s.

    “A reciprocal behavioural system operates


    between the language-developing infant-
    child and the competent language user in
    a socializing-teaching-nurturing role.”
    Useful information:

    Discourse: the conversations and the


    meaning behind them by a group of people
    who hold certain ideas in common.
    Linguistic conventions.

    Conversational cues.

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