Functional or pragmatic perspectives on SLL..

Functionalist claims that language development is driven by the pragmatic communicative needs and formal resorces of language is elaborated in order to express more complex patterns of meanings.

Functionalism

contributed to naturalistic second language learning(at least in the early stages.)
generally the scope is limited to case studies.
for interlanguage research, it has descriptive adequacy, but limited explanatory adequacy.
Paid littel attention to the classroom second language instruction, second langugage input, interaction, output.

Functionalist are concerned with making meanings and achieving personal communicative goals, because of the variety of interlanguage forms, you can't make the formal linguistic system. This meaning making efforts on the part of learners are a driving fore in ongoing second language developmetnt.

Functionalism in linguistics is the explication and explanation of grammatical structure in which semantic and pragmatic constructs are integral.

pragmatics is the science of the relation of the signs to their interpreters.
....................is concerned not with a language as a system, but with the relationship between language form, message and language users.

Discourse is language above sentences or above the clause

perlocutionary act is an act performed by saying something.

Hatch- One learns how to do conversation, interact verbally, and out of this interaction syntactic structure are developed.

Logic of conversation..무작정 대화가 일어나지 않는다..

Conversation has a certain logic..
....................... is purposive and rational behavior.

cooperative principle embodies 4 maxims..

Theme: a point of departure.. given or old information which is already introduced. predictable and stable given the preceding contexts and ongormation.
Rheme: New to the adressee..unpredictable or hard to predict by using background information of speech or writing.

cohesion: the lexical relationship with a text or a seantence..the links that hold a text together and give a meaning..
reference, ellipsis, substitution, conjunction, lexical cohesion.
coherence: the quality of meaning unity..purpose perceived in discourse..
It's about linguistic forms and meaning interpreted by a receiver through reasoning and knowledge..

Different orientation in frunctional approaches..

cognitive approaches: In child grammar, children construct their own form-function relationship to reflect a child's eyeview of the world.
textual orientation: functioal linguistst are interested in how vocabulary and grammar are used to creat textual cohesion across sequences of clauses and sentences..
social orientation: Functionalists are interested in relationship between aspects of children's social world and their formal language system.

Givon..

pragmatic mode: informal speech, learner speech..heavy reliance on context, simple or no morphology and inflection..
syntactic mode: more formal style of language..complex morphology and inflection..

Dittmar

theme-rheme structure........................subject-predicate structure..

Form to function analysis

Ge: from frequent use of isa to less use of it. Finally, he could gradually and systematically reinsertted the correct form of is in standard English grammar..
Limitations
It's impossible to tell whether the topic-comment structure in Ge's early English interlanguage is the product of first language transfer rather than a more universe characteristics of learner lanugage..
Small number of sub-systems studied-only isa an da
Single subject case study.

Function to form analysis

parataxis: extensive reliance on discourse-pragmatics factors in face-to-face communication and minimal use of target language morphosyntectic devices in expressing propositions.
Syntacticization: the process through which the use of morphosyntatic devices in interlanguage increases over time.

the expression of past time reference

Sato's expectation: from paratactic to syntactic mode.
little change..The boy expressec past time either advierbialy or through inference from the discourse context.
10 months was too short for natural contexts.

The encoding of propositions

Sato's expectation: from non-propositional speech to propositional speech.
Results: from the beginnig, the brothers made propositional speech with little help from other interlocutors.
Reason,The brotheres were already adolescent boys and cognitively mature.

ESP project.

developmental levels in second language learners' interlanguage utterances.
NUO..preverbal stage..
IUO..No distinction between finite and non-finite component of the verb
FUO.