Language functions

Definition
1. Are the socio-cognitive processes of the human’s Neuro-Semantic Language Learning System
Are
1. SEMANTIC RELATIONS
  1. The child is learning the language about being an agent in relationship to performing actions on objects or with objects. (Agent + action + object)
    1. Agent
      1. Is the one who performs an action in relation to the object
    2. Action
      1. It's what the agent does
    3. Object
      1. It is who or what the action falls on
    4. 1. Extension: The child is learning as an agent to be separate from the objects and agents around the child. The child is learning to think.
  2. Extended semantic relationships: The purpose of the child adding an additional pattern is to expand the meaning of the utterance. These types of expansions allow the child to use language to “refer.”
    1. Referring: Being able to refer allows a speaker to be specific about the message the speaker wants to convey
2. SOCIAL INTENTIONS
  1. Semantic development allows a speaker to use language to perform a variety of pragmatic acts. These pragmatic acts often express social intentions.
    1. language functions include
      1. greeting
      2. denying
      3. requesting
      4. rejecting
      5. existing
      6. negating
3. EXPANDED LANGUAGE FUNCTIONS
  1. When the child develops semantic relationships the child's cognitive meaning extends beyond the here and now of physical objects or physical experiences (preoperative thought) in functions of expanded language.
    1. are
      1. Displacement
      2. Semanticity
      3. Flexibility
      4. Redundancy
      5. Productivity
Through this
1. Cognitively, the child is beginning to see that although it is central to his thinking, his thinking affects other people. (cognitive development)
2. Socially, the child is no longer an extension of his world, but he is separate from the world and others can act separately from him. (social development)
  1. Preoperational cognition
    1. At three years old, the child wants others to do what he does.
    2. At four years old, the child wants to understand what others are doing. He asks too many questions.
    3. At age five, he can tell you a story about what he knows others are doing.
    4. At six years old, the child begins to try to understand how what he does affects others.
    5. At age seven, the child develops social rules about how to fit into a group.
are increased through
1. complex concepts, where the child can think of the rules of social expectations.
  1. concrete thinking
    1. These kinds of concrete relationships explain who is going, what they are doing, where they are going, and sometimes even when, why, or how.
      1. By 7–11 years of age, a child is able to relate other people (agents) and their actions to people that the child may or may not know through societal rules.
Within a conversation are included
1. speech acts: include the rules for the context, verbal and non-verbal characteristics of the speaker’s utterance, and the effects on the listener.
  1. elements
    1. argument
    2. predication
    3. auditory proposition

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Language functions

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