TKT Core Module 3:Teachers' and learners' language in the classroom
Identifying the functions of learners' language

Teachers, of course, have to able to communicate lots of ideas and express functions in the classroom. The last two guides were about how to do that.
Learners, too, need to be able to function communicatively in the classroom.

Key concepts in this guide

By the end of this guide, you should be able to understand and use these key concepts:

functions learners need: classroom metalanguage and exponents
helping learners acquire the language they need
class callouts

Look out for these words like this in the text.
There will be tests at the end of the guide for you to check that you understand the ideas.

What do learners need to be able to do in the classroom?

If learners are to get the most from your classroom, they need to have some control. Controlling what happens to you is mostly to do with using language appropriately.
In the classroom, this is called metalanguage because it only has a classroom function. Most of the exponents can, however, be used in other settings.

Task 1: What kinds of things do learners need to get done:
– with each other?
– with the teacher?
When you have thought of a short list, check here.

With each other:
1. Telling and explaining: often, you want learners to help each other so they need to know how to impart information appropriately
2. Starting a task: in pair- and group-work, this is often quite difficult
3. Asking each other what they think and saying what they think: getting and giving opinions
4. Agreeing and disagreeing: politely!
5. Encouraging each other: motivating, supporting, congratulating etc.
With the teacher:
1. Asking questions about: meaning, form, pronunciation
2. Asking for clarification
3. Asking for repetition
4. Asking for permission (to leave the room, be late etc.)
5. Express doubt
6. Apologising
7. Explaining

At more advanced levels, most learners are able to do all of this quite appropriately most of the time. However, especially at lower levels, these functions and their exponents need to be taught.

Task 2: What exponents of these functions should you focus on with lower-level students?
Think about each function and then click on

for some ideas. Your ideas will probably be different (but not too different!).
There are, of course, many ways to say all these things but we are considering elementary students here.

Function	Possible exponents
telling and explaining	It means not easy It is the opposite / a synonym of ... The it stands for ... It's like ... It's the same as ...
starting a task	Let's begin with ... Who's first? You go first. I'll start. OK. Do you want to start?
asking about / giving opinions	What do you think? Tell me what you think. I think it's ... I don't think it's a good idea to ...
agreeing and disagreeing	I agree. Yes, that's right. Good idea! I don't think it's ... I'm not so sure. Are you sure?
encouraging	Come on. Let's start. You do one. It's your turn. We can do this! That was good!
asking questions about: meaning, form, pronunciation	What does ........ mean? What's' the opposite of ... Can you give me a synonym for ... ? Can I say ... ? What's the past tense of ... ? Is it irregular? How do you spell it? Where's the stress? How do you pronounce it / this word?
asking for clarification	I didn't understand. Can you explain again, please? What's the difference between ... and ... Is it the same as ... ?
asking for repetition	Can you repeat, please. Can you say that again?
apologising	I'm sorry I'm late / I didn't do the homework etc. I'm afraid I didn't listen / don't remember etc.
explaining	I thought it was ... I didn't have time to ... I didn't understand enough to ... I haven't finished. We haven't started yet.
asking permission	May I ... ? Is it OK if I ... ? Can I ... ? Please let me ...

Teaching the exponents

This can't all be done at once.
Before you set a task in pairs or groups, check that the learners have the metalanguage to be able to negotiate with each other and ask questions.
Nearly all of these exponents can be taught as language chunks without spending time explaining the meanings of all the words or the structures involved.

One good idea is to have a classroom poster which is permanently on display and which you can use to practise polite intonation and other pronunciation features. Like this (they are called class callouts, by the way):

callouts

Self-test questions

Before you go on, make sure you can answer these questions. If you can't, go back to the sections which give you trouble.

What is a class callout?
Give two examples of how a learner may ask for clarification.

If you are happy with your progress, go on.

Tests and practice for TKT

This is a short, simple guide so there's only one practice test.

Test 1

A matching task

Now you can return to the Module 3 index:
or go on to the next guide which is to categorising learners' mistakes.