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LANGUAGE FUNCTIONS, AND DISPUTES

--Precious Ivy Lopez

Introduction

Language is a system of communication by speaking, writing, or making signs in a

way that can be understood, or any of the different systems of communication used
in particular regions.1 Some examples of Philippine languages are Ilokano, Cebuano,
and Filipino. Some do not use the spoken word, such as the sign language. Language
is used in many ways. For example, delivering a message or defining something.

In reading or listening to a message, the recipient sometimes understands a message

different from what the sender intends. This gives rise to arguments.

In this paper, the writer will discuss how language is used.

Functions of Language2

1. Informative

The informative language function aims to give a message. The focus is

information. When the school prospectus says, “Boys wear maroon suit
jackets and orange pants,” information is given about the prescribed school
uniform. The suit jackets are maroon, not red or purple. The pants are orange,
not white or yellow. Only boys will wear this uniform; girls wear something
else.

1 Cambridge Online Dictionary. https://dictionary.cambridge.org/dictionary/english/language

2 Article on the functions of language according to Geoffrey Leech.
https://www.ukessays.com/essays/english-language/five-functions-of-language-english-
language-essay.php
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Informative function can also come in aesthetic form. This is used in prose
and poetry. In Harry Potter and the Chamber of Secrets, J.K. Rowling
describes the home of Ronald Weasley, Harry Potter’s classmate:

It looked as though it had once been a large stone pigpen, but

extra rooms had been added here and there until it was several
stories high and so crooked it looked as though it were held up
by magic (which Harry reminded himself, it probably was). Four
or five chimneys were perched on top of the red roof. A lopsided
sign stuck in the ground near the entrance read “THE
BURROW.” Around the front door lay a jumble of rubber boots
and a very rusty cauldron. Several fat brown chickens were
pecking their way around the yard.3

Words are chosen to create an image in the minds of readers. Images of

the family home are conjured. Information about the family is also
given: the Weasleys are not well-off, and family is rather large. Hence
the need for more rooms through, perhaps, the do-it-yourself method.

2. Directive

This function allows the speaker or writer to tell someone what to do. The directions
usually come as commands, such as “Walk on the left. Stand on the right.4” As a
request, the wording would be “Please walk on the left. Kindly stand on the right.”
The command is more forceful, compared to the gentler tone of the request. Another
instance would be cookbooks and tutorials where the reader or viewer is told to do
things: “Put the dough into the oven and bake at 300 degrees for 15 minutes.”

A directive can also be in the form of a declarative sentence. On the surface, it gives
information. But there is an unspoken order or request. When parents tell their
children, “Tanghali na.” it is not a simple informative sentence telling the kids that
it is past 6:00 a.m. and they will run late. It is an order to get up and move quickly
to avoid being late. In the same vein, a son or daughter who tells parents at the mall,
“Those shoes are so cool” is requesting his or her parents to buy the pair of shoes.

3 Rowling, J.K. Harry Potter and the Chamber of Secrets. New York: Arthur A. Levine Books, 1998.
4 Notice on the escalators
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3. Ceremonial

This is the language used in rituals, combining informative and expressive language
functions, such as when the priest or pastor begins the wedding ceremony with,
“Dearly beloved, we are gathered to witness the holy matrimony of Romeo
Montague and Juliet Capulet.” When the couple’s consent will be ascertained, the
question would be “Do you take this man/woman….” The priest or pastor reads from
a script. The response of the couple will also be scripted, since they are told to repeat
after the minister.

4. Performance

This function shows that the verb used in the sentence is the act in itself. In case of
flight delays, the airline will announce, “We apologize for the delay.” As the flight
crew prepares to open the doors upon arrival, the captain speaks to the passengers,
“We thank you for flying with us.” Though the sentences are declarative, they do
not give information. Rather, it does something. The first sentence says sorry; the
second says thank you. Through words, the airline staff and the captain do
something.

5. Phatic

The phatic function begins, maintains, or ends a conversation. The “small talk” that
happens when a host talks to guests before a party starts, the utterances that one
makes during a phone call, or the words that tell us the conversation is over, are
examples of the phatic function.

When one asks, “What do you do?” it is an opening for a conversation. Two people
have just met and one wants to fill the silence, or simply be polite. It is an opening
to a conversation; the speaker is setting the stage for it.
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During a conversation, listeners utter “uh-uh” or make sounds like “hmmm” to let
the speaker know that he is listening, and that the conversation is not over yet.
However, saying “See you,” “Excuse me,” or “Later” means that the conversation
has ended.

6. Expressive

This function shows the feelings or attitude of the speaker or writer. It is done
through a declarative sentence or a question.

The chief flight attendant assures the passengers, “We will be pleased to assist you.”
A supermarket tells its customers not to hesitate, “Ask our helpful employees in
uniform.” These words describe flight attendants and employees who are willing to
lend a hand.

When a person asks a friend, “Are you sure about this?” he expresses doubt about
something. An uncle tells his nephew, “After all Petunia and I have done for
you….”5 He expresses disbelief and anger.

Emotive and Neutral Language

Emotive language uses words that stimulate emotion in readers or listeners. A

situation is presented in a positive or negative manner depending on the words used.

If a mother is described, “Molly reminded the kids about eating vegetables,” she is
presented as a parent who wants her children to eat healthy. There is nothing wrong
with that; Molly will be agreed with and applauded.

However, if the description is, “Molly nagged the kids about eating vegetables,” the
concerned is presented in a negative way. She keeps on telling her children to eat
vegetables. This is not the first time she told them; it could be the hundredth time.

5 Rowling, J.K. Harry Potter and the Goblet of Fire. New York: Arthur A. Levine Books, 2000.
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The reader dislikes Molly. Thus, one word changed the attitude toward the mother.
Reminded made her a caring mother; nagged made her unpleasant.

When a news article says, “A man and his wife died in their home at night,” it does
not evoke much emotion. Sadness, perhaps, for the lives lost, but nothing else.
However, if the article says, “New parents James and Lily were brutally murdered
in their home at night, leaving their infant son an orphan,” a new emotion is roused
from the readers: anger at the deaths and those who did it, sadness because of the
tragedy, and pity for the baby.

A supermarket encourages its customers, “Help us reduce, reuse, and recycle. Save
our only home.6” It is easier to convince shoppers to use the cloth bags instead of
paper ones.

This is function helps in swaying opinions. When people read about the deaths, the
support for the conviction of those responsible is stronger. They can identify with
losing a family member. Hearing that the reusable bags will reduce garbage, the
customers will buy cloth bags. A need to help is stirred: “We are saving the planet.
Don’t you want to help?”

In contrast, neutral language sticks to the facts and does not aim to stir emotions.
This is used in surveys, where data is the primary focus. Neutral language—one not
encouraging any emotion—is used in forming the questions to prevent the
participant’s judgement from being clouded.

The sentence, “Aunt Petunia pays attention to detail,” describes a person without
judgement. A fact about her is merely stated.

But if the sentence is, “Aunt Petunia is nitpicking,” the meaning changes. Aunt
Petunia is noticing details because she is looking for faults—which can be used to
punish her nephew.

Parents are called to school because something happened concerning their child.
Asking “What have you done now?” implies that something bad happened, and the

6 Robinsons Supermarket voiceover

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child is at fault. However, saying, “What happened?” is asking for the facts and
reserving judgment on whether or not the child is at fault.

Disputes

A dispute is a disagreement about the facts or the attitude regarding an object or an

issue. A factual dispute is an argument about the truth of the facts.

If one asserts, “All cars are sedans,” he is saying that there is only one body type for
cars. Vehicles that do not fit the description of “sedan” are not cars. However,
another person might say that hatchbacks also qualify as cars.
The dispute can be solved by doing research on the matter and finding out the truth7.

On the other hand, a dispute about attitude is about whether or not one agrees with
a statement. For instance, a person states: “Working students in law school should
be given free tuition.” Two opinions will arise: one will be in favor; another will not.

The dispute can be solved by presenting the merits of each argument.

Summary

Language can be informative, directive, ceremonial, performance, phatic, or

expressive. However, it cannot be confined into one box. An informative sentence
may function as a directive. A question may also be a command or a request.

Disputes arise in two ways: first, when people do not agree on the facts. In this case,
research can solve the problem. Second, when people have different attitudes toward
a subject. Presenting the merits of both sides will solve the dispute.

7 Copi, Irving; Cohen, Carl; and McMahon, Kenneth. Introduction to Logic. Essex: Pearson
Education Limited, 2014.