HALLIDAY'S

LANGUAGE
FUNCTION
ICE BREAKER
4 PICS 1 WORD
MIANTAIGVEI
IMAGINATIVE
LEAONPRS
PERSONAL
ICEALMH
LIDYHAL
MICHAEL
HALLIDAY
TIENARVCTIE
INTERACTIVE
UNFTNCOI
FUNCTION
MICHAEL HALLIDAY
A british linguist who studied child language acquisition.
Halliday suggested that communication and language
acquisition begins before children can speak.
In Learning How to Mean (1975), Halliday suggested that, as a
child learns its first language, it simultaneously learns about
the world around them. Halliday viewed language as a cultural
code that teaches us how to be part of society, rather than
simply a method of communication. Thus, Halliday's functions
of language were born.
WHAT DOES
FUNCTION MEAN?
REGULATORY
When a speaker commands, persuades or
requests something from someone else, this is
known as a regulatory language function.
Regulatory language controls the listener's
behaviour (the speaker adopts a commanding
tone).
REGULATORY
'Let's go home now.'
'You need to finish that work by
tomorrow so get on with it.'
'Can you give me the report from
yesterday?'
INTERACTIVE
This is how we form relationships with
others as it encompasses the
communicative use of language. It is how
we relay our thoughts and emotions,
strengthening bonds with those around us.
INTERACTIVE

'I love you mum' or 'Thank you so

much', revealing the emotions and
opinions of the speaker.
PERSONAL
This function defines how we refer to ourselves
and express our personal opinions, our
identity, and our feelings. A child may
communicate their opinions and emotions in a
simplistic way, using phrases like 'me good' or
'me happy'.
PERSONAL
We gain information which benefits
ourselves and our understanding of
society. Questions like 'what's that?' or
'what does that mean?' are examples
of personal language function.
INSTRUMENTAL
The instrumental function of language refers
to when language is used to fulfil a need,
such as requiring food, drink, or comfort.
The phrases 'I want', 'Can I have', and 'I need'
are all examples of instrumental language.
HEURISTIC
This term refers to language associated
with discovery and explanation, usually in
the form of questions or a running
commentary (when the child talks about
what they are doing as they are doing it).
HEURISTIC
Children tend to do this when they are playing.
They say things like 'The horsey goes over to
the dinosaur and says hello, but he doesn't say
hello back because he isn't being friendly. The
wizard felt bad for the horsey and came and
said hello to her. Now they are best friends'.
RESPRESENTATION
It describes the exchange of information
between two or more people.
For example, questions like 'what's that?' and
'what does that do?' are representational; if
this question is answered it leads to an
exchange of information.
RESPRESENTATION
When people relay information. Imagine
someone telling a story, such as, 'I was
walking down the street and a cat jumped out
in front of me. It really made me jump! 'This is
an example of representational language
because it relates information about events.
IMAGINATIVE
When children tell stories and create
imaginary friends or concepts in their
heads, it is an imaginative way of using
language. Imaginative language usually
occurs in leisure or play scenarios.
IMAGINATIVE
Remember when you were a child playing
in the playground, Did you and your friends
imagine you were somewhere else, such as
in a house or a spaceship? Children do this
to make games more interesting.
REMEMBER ME!
Social interaction is key for child language learning as
it is vital for them to see how language functions in
society.
Halliday views language as not only a mode of
communication but a cultural code we need to
understand to fit in with our surroundings.
 REFERENCE
https://www.studysmarter.co.uk/explanati
ons/english/language-acquisition/halliday/
Thank you!