Functions, Discourse, and Pragmatics

Notional-functional syllabuses, register, and genre analysis.

A learner enters a cafe in London and says to the barista: “Give me a black coffee.” Grammatically, the imperative sentence is 100% correct. Pragmatically, however, it sounds inappropriate and rude in that specific context. This example illustrates why teaching language cannot be limited to sentence-level grammar. Teachers must address discourse, pragmatics, and social register.

Core Theory & Terminology

1. Functions vs. Form

Language Function: The communicative purpose served by an utterance (e.g., apologizing, requesting, suggesting, complimenting).
Exponent: The specific linguistic realization used to express a function. A single function can be realized through multiple exponents varying in politeness and formal register:

Function	Exponent	Register / Context
Requesting	“Gimme a pen.”	Very informal / Casual peer
Requesting	“Could I borrow your pen, please?”	Standard neutral
Requesting	“Would you mind lending me your pen?”	Formal / High politeness

2. Pragmatics & Speech Act Theory

Formulated by J.L. Austin and John Searle, Speech Act Theory divides utterances into:

Locutionary Act: The literal grammatical utterance.
Illocutionary Force: The intended communicative force or function behind the utterance.
Perlocutionary Effect: The actual effect produced on the listener.

3. Discourse Analysis & Register

Cohesion: Linguistic devices that connect text elements together (e.g., pronouns, substitution, conjunctions).
Coherence: The underlying logical and semantic connectivity that makes a text meaningful.
Register (Halliday): Varied according to Field (subject matter), Tenor (relationship between participants), and Mode (channel of communication: spoken vs. written).

          +--------------------------------+
                |            REGISTER            |
                +--------------------------------+
                                 |
       +-------------------------+-------------------------+
       |                         |                         |
 +-----------+             +-----------+             +-----------+
 |   FIELD   |             |   TENOR   |             |   MODE    |
 +-----------+             +-----------+             +-----------+
 - Subject     |             - Social      |             - Spoken vs.  |
   matter      |               distance    |               written     |
 - Topic       |             - Power       |             - Prepared    |
   lexis       |               relations   |               vs. spontaneous

In the classroom

Teacher educators evaluate functional and discourse awareness across lesson planning and execution:

In Formal Lesson Planning: When planning a functional lesson (e.g., Making Suggestions), explicitly define the social context, power relations, and target register in your target language analysis.
On Observed Lessons: Ensure role-plays establish clear tenor parameters (e.g., You are complaining to a hotel manager, NOT Talk to your partner).
Mentor Feedback: Observers look for functional recycling—checking whether students adapt their exponents when the social scenario shifts from casual to formal.

Practical Classroom Application

Staging a Pragmatic Awareness Lesson

Use this 4-step framework for teaching functional discourse:

Stage 1: Contextual Contrast: Play two audio dialogues of the same function (Apologizing):
- Dialogue A: Two teenage friends (“Sorry mate, totally forgot!”).
- Dialogue B: An employee to a CEO (“I sincerely apologize for the oversight, Ms. Davis.”).
Stage 2: Analysis of Tenor: Ask learners to map the social distance, status, and level of formality between speakers.
Stage 3: Functional Matching: Learners categorize exponents into a register continuum (Informal -> Neutral -> Formal).
Stage 4: Controlled Role-Play: Learners practice switching exponents as you rotate prompt cards specifying changing social relationships.

Quick check

What is 'Illocutionary Force' in Speech Act Theory?

Correct.

Quick check

In Michael Halliday's systemic functional model, what does 'Tenor' describe?

Correct.

Reflection & Further Reading

Reflective Question

Do your functional speaking tasks clearly specify the relationship, power balance, and setting for the participants, or are learners practicing exponents in a social vacuum?

Key Reference Areas

Thornbury, S. — An A-Z of ELT (Entries: Function, Pragmatics, Register).
Harmer, J. — The Practice of English Language Teaching (Chapter 2).
Nunan, D. — Language Teaching Methodology (Chapter 5: “Focus on the Learner”).