Definitions of Categories of Language Function

Taken Directly from:

Lahey, M. (1988). Language Disorders and Language Development. (New York, NY: MacMillan
Publishing Company).

Language can serve many functions, most of which involve interactions with other persons; some of the
purposes that have been described in child language are described below. Function is determined by looking at
the form of the utterance (including prosodic patterns) in relation to aspects of content such as gaze, interactions
among people, consequences of utterance, and so forth.

In addition to the functions of language, using language involves varying what we say according to aspects of
the nonlinguistic context, such as the listeners, the relationship of the event talked about and the time of the
utterance, the relative spatial relationship of objects and persons to the speaker and listener, and the perceptual
support available for representation of the objects and events described. Furthermore, we vary what we say
according to the linguistic context; to carry on conversation we must take into account what has been said
before and what will follow.

FUNCTIONS
Categories presented here attempt to describe the communicative function that the utterance serves in the
context (other terms used to describe functions include illocutionary force, communicative acts, speech acts,
etc., although there may be subtle differences implied when different terms are used). Functions have been
described in child language by Bates (1976), Bloom (1970), Dore (1977, 1986, and elsewhere), Flax (1986),
Gerber (1987), Halliday (1975), Longtin (1984), McShane (1980), Prutting and Kirchner (1983), and others.
The descriptions and category names listed below were derived from this body of literature. In some cases more
than one function can be described for an utterance (e.g., pretend, direct action).

Comment – Utterance that identify or describe objects, persons, states, or events (including attributes,
possessors, location, etc.) with no other apparent function (e.g., to obtain an object or to answer a question) are
placed in this category. Utterances may or may not be directed to another person (e.g., climbing up a slide, child
looks at mother and says “slide down”; or climbing up slide, child pauses and arranges self saying softly “slide
down”). The former may be referred to as interactive (or comment-other), while the latter my be referred to as
noninteractive (or comment-self). In early child language, such utterances often accompany the child’s actions
(e.g., “I ride bike” as the child climbs on the bike; or “truck” as the child takes a truck out of the toy box).
Subcategories can be described such as comments on objects versus events or emotions, comments directed to
others versus comments to self, or labels that serve to provide the name of something or someone.

Regulate – Some utterances serve to regulate others and require a response, such as the exchange of objects, an
action or an utterance by another person, or the attention of another person. Regulatory utterances can be
subdivided into categories according to the type of response required:
Focus Attention--- The child calls or somehow attempts to draw the attention of another to self, object,
or event.
Direct Actions--- The child expresses a desire for some action to be carried out by another (such as
wanting someone to help the child open a box, or wanting someone to continue to tickle the child).
Obtain an Object--- The child expresses a desire for an object that may or may not be in the immediate
context.
Obtain Response--- The child’s utterance obliges a linguistic response from another such as questions
for confirmation.
Obtain Information--- These are similar to obtaining a response, but here the response must contain
information that the child does not already have.
Obtain Participation or Invite--- The child’s utterance serves to request that the listener participate in
some activity with the child (e.g., “wanna play house?”).
 Other--- Any other regulatory utterance that does not fit into the above.

Protest or Rejection--- Utterances placed in this category express an objection to or refusal of objects or
actions carried out or suggested by another person (e.g., mother tries to wash child’s face and child pushes her
hand away, whines, and says “don’t like soap”).

Emote--- When the only function of the utterance appears to be the expression of some emotion (e.g., joy,
surprise, sadness), the utterance is classified as emote.

Routine--- This category consists of stereotyped utterances that are used for certain rituals such as exchanging
greetings; transferring objects (e.g., “thank you”) ; talking on the telephone; making noises associated with
animals, vehicles, etc.; or reciting memorized pieces (e.g., poems, songs, the alphabet). In addition, the category
includes utterances that repeatedly accompany actions (e.g., “this goes here” and over and over when putting
toys away) or other utterances that are produced frequently but appear to serve no other function. Finally,
sequences of utterances repeated in a playful manner may be categorized as routine after the first exchange
(e.g., the child reaches for a toy in front of the clinician and says “I want that”, takes it, and smiles, and then
repeats the same utterance and action three or four times).

Report or Inform--- The child talks about objects or events that are not present. This category includes
narration of past events, as well as simple mention of nonpresent objects and persons (e.g., child looks at
mother’s briefcase and looks at clinician and says “mommy”).

Pretend--- The child’s utterance may set an imaginary scene (“this is a zoo”, said while pointing to a corner of
the room), or it may be pretend interactions with animals or dolls (e.g., “the lion says “I’m gonna eat you up”).

Discourse--- Utterances that serve to maintain and regulate conversational exchanges are placed within this
larger category or one of the subcategories described below.
Respond- Utterances placed in this category serve to provide a response obligated by the utterance of
another. They include answers to wh and yes/no questions.
Imitate- If an utterance repeats all or part of a preceding utterance and appears to serve no other
function, it can be classified as imitate; if the imitation serves to affirm, self-direct, or fulfill some other
function, it is not classified as intimate.
Affirm or Acknowledge- In response to the utterance of another, the child says “yes” or repeats part of
the utterance in order to indicate agreement.
Negate- In response to the utterance of another, the child indicates disagreement (e.g., “no” or repetition
with a negative head-shake or other gesture indicating negation).
Feedback (or back channel) - Utterances categorized as feedback serve to let the speaker know that the
listener is attending to what the speaker is saying (e.g., “um hum”).
Repair- Child responds to request for clarification or to misinterpretation by another. The utterance may
be a repetition of a prior utterance (often with some phonological change), or it may be a paraphrase.
Initiate a topic or turn- Child attempts to get the floor or change the topic with an utterance such as “you
know what?”