Monday, 15 October 2018

B.Ed. I semester - General English - Functions of language



Do visit the following site for a video lesson

https://study.com/academy/lesson/the-uses-of-language.html



Informative, expressive, and directive forms of communication are the primary uses of language.

Language Background
Written and spoken language is used for many different reasons. The primary uses of language are informative, expressive, and directive in nature. Language is used to reason, to express ideas, argue a point, provide directions, and much more. Let's learn about the three main uses of language and how they are represented in written and spoken language.

Five functions of language:
Actually, Geoffery Leech( 1974 ). Mentioned that language has five functions. They are:
1.      Informational 
2.      Expressive 
3.      Directive 
4.      Aesthetic
5.      Phatic
I am going to discuss every function. “Informational function which every one tends to assume is most important” Geoffery Leech( 1974 ). In fact, this function concentrates on the message. It is used to give new information. It depends on truth and value. Let us look at this example, the car is big, the bus is crowded.
The informative use of language applies to written and spoken language that can be determined as true or false. Informative language is often seen in analytical reports, descriptions, arguments, and everyday speech. Most informative uses of language are declarative statements. For example, a person uses informative language when they are making a statement that provides information or that adds emphasis onto known information.
A person who says, 'The sky is blue' is using language to inform others about a known fact.
On the other hand, a person would be emphasizing information if they said, 'Isn't it raining outside?' to a child who wants to play outside. This informative use of language is rhetorical because the person knows that it is raining, but is forming it as a question to remind the child that the weather is keeping them indoors.

” language can have an expressive function: that is, it can be used to express its originator’s feelings and attitudes – swear words and exclamations are the most obvious instance of this”. Geoffery Leech( 1974 ). The speaker or writer of this function tries to express his feelings. He or she reflexes his or her impression. This function could give a clear image for the personality of the speaker or writer. The best example of this kind is Poetry and literature . In fact, this function evoke certain feelings and express feelings. Examples of this kind are, I am very happy or I spent a wonderful vacation. We can see from the previous examples that they reflex the feelings of the speaker or the writer.
Language that is used to express a mood or feeling is considered an expressive use of language. Expressive language can reveal a person's happiness, sadness, anger, or other state of emotion.
Expressive language doesn't deliver information, but it is critical to human communication because humans thrive on the fostered social connection that language can create. Swearing, cheering, and sounds that represent emotions are examples of expressive language. Here are a few examples of expressive language:
  • Wow!
  • The blue bedroom is depressing.
  • Movies are boring.
“The third function of language is the directive function whereby we aim to influence the behavior or attitudes of others. The most straightforward instances of the directive function are commands and requests. This function of social control places emphasis on the receiver’s end, rather than the originator’s end of the message: but it resembles the expressive function in giving less importance, on the whole, to conceptual meaning than to other types of meaning, particularly affective and connotative meaning” Geoffery Leech( 1974 ).
Examples of this kind are, I want a cup of tea or close the door. It is clear hear that, we use the language in a direct way. We ask someone to do something. Some times we can use a sentence to express two functions. For example, I am thirsty. The previous example could be used to show the condition of the speaker or writer or to express the feeling. In a way that a person asks someone to give him water.
The fourth function is the aesthetic function, which is ” the use of language for the sake of the linguistic artifact itself, and for no purpose. This aesthetic function can have at least as much to do with conceptual as with affective meaning” Geoffery Leech( 1974 ). ” The function associated with the message-the vehicle-is the poetic or aesthetic function: the sign taken as an end in itself. All art understood as art is taken to embody this function, and any object valued for its beauty rather than for its ideological value or usefulness-whether a gorgeous car, an elegant teapot, or some acreage of untouched real estate-takes on this function. Although Jakobson, perhaps more precisely than anyone who preceded him, showed how the aesthetic function could hinge on structure, he argues that cultural norms ultimately determine the dominance of this function. As a striking demonstration, he notes that the aesthetic status that one generation accorded only to the poems of Karel Mácha, a subsequent generation accords only to his diaries. Jakobson, R. (1933)”.
According to Leech, the fifth function is the phatic function. ” the function of keeping communication lines open, and keeping social relationships in good repair ( in Britain culture, talking about the weather is a well-known example of this)”. Geoffery Leech( 1974 ). We can say about this function that it is used for normal talks. An example of this, when two people meet each other accidently in a place. They start talking about something unimportant for the sake of communication like, how are you? How is your children? And so on. We can say that it is a kind of daily talking. It is not meaning but is good.

Thursday, 11 October 2018

B.Ed. I year - Home language Vs. School language



Home language Vs School language
Home Language V/s School Language
The Language used at home is different from that of school or such official institutions with its most colloquial smell The language used at school is highly standard or teacher centred one where students home language gets no regard

And the school is a place where students from diversified culture and social backgrounds get together who use different dialects and idiolects at home.

And the Teachers often use the highly standard or lofty language inside the classroom which always make the students struggle.

How Does Affect FL or SL Learning Important: Though an FL or SL is to be taught by using the target language itself, explaining the usage of some grammatical items by exemplifying the situations in the mother tongue of the student is inevitable. Eg. Usage of ‘has’ , ‘have’ and ‘had’. 

So What Should be Done by a Teacher to Tackle Such a Situation ?
1.Using Culturally Responsive Pedagogy
The teacher should accept a pedagogy which gives due regard to the culture and dialects of different students from different social and cultural back grounds.
2.Getting basic words of different dialects used by the different students
The teacher should work hard for learning the most commonly used words and usages of different dialects used by different students of his classroom.
3. Visiting the homes of students
The teacher should find time for visiting the homes of different students so that to get the cultural backgrounds and rituals of different students
4. Reading books on Local Idioms
The teacher should not show any hesitation to get such books and to read them so that he can make his class more live and dynamic.
5. Giving Opportunity for Speaking
The teacher should give opportunity to different students from different cultural backgrounds without showing partiality.
5. No Insulting on Dialects
The teacher should never ridicule any student on the basis of his usage of colloquial words or pronunciation.

B.Ed. I year - General English - Centrality of language in learning.




Role and importance of language in the curriculum
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning. Most importantly, we need to have an Learning Across Curriculum (LAC) approach because by focusing on the teaching and learning of language within a subject, the teacher will improve the students’ results in that subject, for example, by explicitly teaching students how to write History essays, or how best to write ‘for and against’ arguments in Liberal Studies. Experienced teachers know that it is essential to teach their students how to ‘answer’ the types of questions they are likely to find in their exams. After understanding and working with the LAC concept, teachers across disciplines will thus be improving students learning within their own subject while also supporting the efforts of the whole school to improve English proficiency. In the context of teaching foreign and second languages we are used to consider language as a medium for everyday and often fairly trivial communicative activities. We are also well aware of its function for retrieving information from all sorts of verbal sources. However, in the context of teaching and learning content in subject areas such as Mathematics, History, Social Sciences, Physics and even Art and Music there are more reasons why language matters:
· Language as a constituent component of higher-order thinking skills and a necessary precondition for successful content learning: 
There is little doubt that successful learning in most school subjects strongly depends on the availability of higher-order thinking skills.
· Language as a tool for making meaning: 
 Many of the approaches to the language dimension of content teaching are based on social-constructivist concepts of learning and the original ideas of the developmental psychologists Vygotsky and Bruner. Vygotsky claimed that young children develop higher order thinking skills through cultural mediation and interpersonal communication with more knowledgeable adults or peers, which means that the development of mental concepts and the appropriation of procedural knowledge depend on social interaction and verbal exchange. Thus, without adequate language means and strategies which are geared to formal education learners cannot be expected to take advantage of opportunities schools normally offer.
· Language as a filter for assessing learning outcomes:
Formal assessment procedures in school subjects heavily rely on open- or half-open-formatted tasks and on oral or written presentations by the student how s/he has solved the task. What makes matters even more complicated is the fact that in high stake assessment the academic register determines the characteristics of the verbal filter. In plain words: If students do not have an age-adequate command of subject literacy they have no chance to meet the (very often) implicit expectations by the teacher as a subject specialist who claims to be primarily concerned with content. If one would choose to reduce the language load of assessment tasks by resorting to closed-formatted items such as multiple-choice, matching or fill-in formats, one would seriously delay the development of subject literacy.
So, language really does matter – not only in the language classroom, but across the whole curriculum. In order to understand the importance of language in school education, for all subjects and across the whole curriculum, we have to identify and summarise the basic tenets on which LAC rests. These are (cf. Corson 1990, 74):
i.                    Language develops mainly through its purposeful use (domains to be broadened)
ii.                 Learning (often) involves talking, writing, shaping and moving (normally in reaction to perceptions).
iii.               Learning often occurs through speaking or writing as much as through shaping and moving
iv.               Language use contributes to /is a pre‐requisite for cognitive development v. Language is the medium for reflecting on learning, for improving it, for becoming (more or less) autonomous as learners Therefore the goals of LAC are – in simple terms ‐ to support language development in each and every child, in all domains of language use, in each learning activity in school, and to give children feedback about their progress (through appropriate assessment and evaluation). LAC is no longer narrowly seen as the exclusive domain of L1/LS education nor is it confined solely to the conventional four modes of language: Reading, Writing, Listening and Speaking; all non‐ verbal means of representation and expression are rightly seen as part of the overall semiotic systems that we have at hand and that we use when communicating. The whole scope of semiotics comes into focus including images or graphs, movements and, generally speaking, all visual forms of representation and expression (cf. Corson 1990: 72).
Thus, we can distinguish eight modes of human activities involving language, namely:
• Listening: comprehending oral input/intake
• Speaking: constructing meaningful utterances
• Reading: understanding written texts
• Writing: producing written texts/coherent discourse
• Viewing: attending to visual signs/information
• Shaping: using visual means of expression
• Watching: attending to physical movements
• Moving: using the whole body, the whole person for self‐expression.
Consequently, all teachers are encouraged to participate in developing language skills and competences within their fields of responsibility and thus contribute to a school learning policy as a whole.
In summary one can state the following beliefs:
• Language is more than communication skills
• Language is also linked to the thinking process
• Language is a tool for conceptualising, for thinking, for networking
• Language supports mental activity and cognitive precision
• Language for academic purposes helps to express thoughts more clearly (this is especially true for writing)
• Language helps to structure discourse and practise discourse functions

Monday, 8 October 2018



Today is the birthday of Frank Herbert.


Franklin Patrick Herbert, Jr. was an American science fiction writer best known for the novel Dune and its five sequels. Though he became famous for his long novels, he was also a newspaper journalist, photographer, short story writer, book reviewer, ecological consultant and lecturer. Wikipedia
 
 

His famous quotes

 
Without change, something sleeps inside us, and seldom awakens. The sleeper must awaken.
 
The beginning of knowledge is the discovery of something we do not understand.
 
Seek freedom and become captive of your desires. Seek discipline and find your liberty.
 
A process cannot be understood by stopping it. Understanding must move with the flow of the process, must join it and flow with it.



This is a list of works by the science fiction author Frank Herbert
 
 
 
Try any one of his works.....
 
 
 
 



Today I am going to discuss the Properties of Language in Pedagogy class for I year B.Ed. students.




Definition of the following features of language:
Vocal-auditory channel: Human language is produced orally and is received through the ear.
Reciprocity: Human beings communicate by sending and receiving signals.
Specialization: Linguistic signals have only one purpose—of communication.
Non-directionality: Linguistic signals can be picked up by anyone within the range of the signals.

How does human language differ from animal languages?
Human languages differ from animal languages in many ways. Some of the major features of human languages are 1) displacement, 2) arbitrariness, 3) productivity, 4) cultural transmission, 5) discreteness, and 6) duality. Animal languages do not possess these features.

What is meant by displacement feature of human language?
A major difference between animal language and human language is the displacement feature of human language. It means that human language can overcome the limitations of time and space. Animal communication is designed for here and now. But, human language can relate to events removed in time and space.

What is meant by arbitrariness of human language?
A major difference between animal language and human language is the arbitrariness of human language. It means that human linguistic signs do not have any natural connection between its form and meaning. The only exceptions are the onomatopoeic sounds. In the animal communication, the signs they use are synonymous with meaning.

What is meant by productivity of human language?
A major difference between animal language and human language is the productivity of human language. This refers to the human ability to combine limited linguistic signs to produce new sentences and expressions. Animals are incapable of this as animal signals have fixed reference.

What is meant by cultural transmission of human language?
A major difference between animal language and human language is the cultural transmission of human language. While animals get their language genetically, human beings acquire language. Human languages are passed down by the society in which one lives and grows up.

What is meant by discreteness of human language?
A major difference between animal language and human language is the discreteness of human language. This refers to the uniqueness of the sounds used in human languages. Every language use a set of different sounds. Each of these sounds is different from the rest and are combined to form new meanings. A sound can be repeated, or combined with another to form a new meaning. But, animal languages do not have this feature of discreteness.

What is meant by duality of human language?
One major difference between animal language and human language is the duality of human language. This is not found in animal languages. Human language can be both spoken and written. Even the languages that do not have alphabet can be written down using some symbols. Animal languages are only spoken.