Language functions

Language functions

1. Definition

   • Are the socio-cognitive processes of the human’s Neuro-Semantic Language Learning System

2. Are

   • SEMANTIC RELATIONS
     • The child is learning the language about being an agent in relationship to performing actions on objects or with objects. (Agent + action + object)
       • Agent
         • Is the one who performs an action in relation to the object
       • Action
         • It's what the agent does
       • Object
         • It is who or what the action falls on
       • • 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.
     • 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.”
       • Referring: Being able to refer allows a speaker to be specific about the message the speaker wants to convey
   • SOCIAL INTENTIONS
     • Semantic development allows a speaker to use language to perform a variety of pragmatic acts. These pragmatic acts often express social intentions.
       • language functions include
         • greeting
         • denying
         • requesting
         • rejecting
         • existing
         • negating
   • EXPANDED LANGUAGE FUNCTIONS
     • 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.
       • are
         • Displacement
         • Semanticity
         • Flexibility
         • Redundancy
         • Productivity

3. Through this

   • Cognitively, the child is beginning to see that although it is central to his thinking, his thinking affects other people. (cognitive development)
   • 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)
     • Preoperational cognition
       • At three years old, the child wants others to do what he does.
       • At four years old, the child wants to understand what others are doing. He asks too many questions.
       • At age five, he can tell you a story about what he knows others are doing.
       • At six years old, the child begins to try to understand how what he does affects others.
       • At age seven, the child develops social rules about how to fit into a group.

4. are increased through

   • complex concepts, where the child can think of the rules of social expectations.
     • concrete thinking
       • These kinds of concrete relationships explain who is going, what they are doing, where they are going, and sometimes even when, why, or how.
         • 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.

5. Within a conversation are included

   • speech acts: include the rules for the context, verbal and non-verbal characteristics of the speaker’s utterance, and the effects on the listener.
     • elements
       • argument
       • predication
       • auditory proposition

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