Language Functions Elicited by Meaningful Activities A New Dimension in Language Programs Research Article
Research Article  |   July 01, 1983
Language Functions Elicited by Meaningful Activities
 
Author Notes
  • Claire F. Staab, Ph.D., is an Assistant Professor of Language Education, Faculty of Education, Language Education Department, University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z5, where requests for reprints may be sent.
    Claire F. Staab, Ph.D., is an Assistant Professor of Language Education, Faculty of Education, Language Education Department, University of British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z5, where requests for reprints may be sent.×
Article Information
Research Articles
Research Article   |   July 01, 1983
Language Functions Elicited by Meaningful Activities
Language, Speech, and Hearing Services in Schools, July 1983, Vol. 14, 164-170. doi:10.1044/0161-1461.1403.164
History: Received November 24, 1981 , Accepted January 28, 1982
 
Language, Speech, and Hearing Services in Schools, July 1983, Vol. 14, 164-170. doi:10.1044/0161-1461.1403.164
History: Received November 24, 1981; Accepted January 28, 1982

If children are to be considered competent language users within the school setting, they must meet the demands of the classroom situation in terms of language function. Five language functions normally required in school settings were delineated as follows: relating socially to others while stating personal needs; directing the actions of the self and others; giving information; reasoning, judging, and predicting; and imagining and projecting into nonclassroom situations. Meaningful activities were designed to elicit each of the five language functions, and a research project was undertaken to determine whether or not a particular activity could elicit a significant concentration of a specific language function. Results indicated that the specifically designed activity clearly tended to elicit the desired language function. The article describes the language functions as well as the activities, and presents suggestions for implementing the activities in both the clinic and classroom setting.

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