It usually starts by using different kinds of cries to attract attention to their needs, but as they grow they use more complex methods. As a result, they can: Establish a relationship with people around them Express feelings/opinions Get others to do as they wish Find out new information by asking Get what they need by explaining exactly what they want Communicate ideas Tell stories and use language expressively Michael Halliday’s taxonomy catalogues the different functions of language in the growing Pragmatics child’s repertoire. Type of function Description Example Instrumental Language used to fulfil a need on the juice’’ when a ‘’Want part of the speaker. Directly concerned child is thirsty with obtaining food, drink and comfort so mainly concrete nouns are used. Regulatory Language used to influence the down!” when child is “put behaviour of others by holding up father persuading/commanding/requesting other people to do something for you Interactional Language used to develop social night daddy, love “Night relationships and ease the process of you” as the child is being interaction. Concerned with the phatic put to bed dimension of talk because a child realises language goes beyond declaring what you want Personal Language is used to express a personal like that” as the child “Me preference and identity of the speaker. looks at a toy in a shop. Sometimes known as the because the child I am!’ ‘Here “No” function by announcing oneself to the wants to stay in the park world Representational Language used to exchange information. as the child’s “Mummy” Concerned with relaying or requesting mum returns home from information. work Heuristic Language to learn and explore about the when the is “Why?” environment. Child uses language to told to put his shoes on learn, may be questions and answers, or the kind of running commentary that sometimes accompanies child play. Imaginative Language used to explore the superman” whilst “I’m imagination. May also accompany play as the child plays children create imaginary situations, or may arise from storytelling
It usually starts by using different kinds of cries to attract attention to their needs, but as they grow they use more complex methods. As a result, they can: Establish a relationship with people around them Express feelings/opinions Get others to do as they wish Find out new information by asking Get what they need by explaining exactly what they want Communicate ideas Tell stories and use language expressively Michael Halliday’s taxonomy catalogues the different functions of language in the growing child’s repertoire. Pragmatics Type of function Description Example Instrumental Language used to fulfil a need on the part of the speaker. Directly concerned with obtaining food, drink and comfort so mainly concrete nouns are used. ‘’Want juice’’ when a child is thirsty Regulatory Language used to influence the behaviour of others by persuading/commanding/requesting other people to do something for you “put down!” when child is holding up father Interactional Language used to develop social relationships and ease the process of interaction. Concerned with the phatic dimension of talk because a child realises language goes beyond declaring what you want “Night night daddy, love you” as the child is being put to bed Personal Language is used to express a personal preference and identity of the speaker. Sometimes known as the ‘Here I am!’ function by announcing oneself to the world “Me like that” as the child looks at a toy in a shop. “No” because the child wants to stay in the park Representational Language used to exchange information. Concerned with relaying or requesting information. “Mummy” as the child’s mum returns home from work Heuristic Language to learn and explore about the environment. Child uses language to learn, may be questions and answers, or the kind of running commentary that sometimes accompanies child play. “Why?” when the is told to put his shoes on Imaginative Language used to explore the imagination. May also accompany play as children create imaginary situations, or may arise from storytelling “I’m superman” whilst the child plays
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