we will explore

the LANGUAGE RESOURCES which allow us to interact with others

TO NEGOTIATE RELATIONSHIPS
and
TO EXPRESS OPINIONS AND ATTITUDES.

This is the interpersonal function of language,

which is influenced by the tenor of the immediate context (power and less power),
that is, the relationship of status and solidarity between the producer of the text and
the audience.

Language for interacting

With others

We forget one basic thing

Actually
Language is used to communicate

Lack of
Function

Expressing
Idea

Culture

Traditional T.L in
Language

BOOK
GRAMMAR AND MEANING

Test
Exploring interpersonal
meanings in images

Is there any
TEXT ?

Bob Randall and

Melanie Hogan in Nyuntu Ninti

1. Who is interacting in the text?

The two people (Bob and Melanie) are interacting with each other and the viewer.

2. Are the people in the image looking directly at the viewer or at another person or thing in
the image?
The people are looking directly at the viewer, demanding our attention, perhaps inviting us to share their journey

3. Does the viewer look down on the people in the image or up at them?
We are at eye level, indicating a relatively equal relationship between viewer and viewed.

4. Are the people in the image represented in close-up or at a distance?

Close up shot with not much background brings viewer into a close relationship

5. What kinds of emotions are expressed in the image?

Realistic photo presents people as individuals with emotions we can relate to; the people are touching and smiling, showing
positive emotion (happiness, love, harmony).

6. Are there any elements in the image that are used as symbols? What do they symbolize?
The closeness of the indigenous man and white woman symbolizes reconciliation

the location of
the people expresses experiential meanings, the obvious
closeness of Bob and Melanie also
symbolizes positive values of reconciliation.

This following discussion

We will focus on the resources used by speakers and writers to

interact with audiences in VERBAL TEXT. However, at the end of
the chapter we will revisit our analysis of visual images to examine
the multiplied interpersonal meanings created by the interplay of
verbal and visual resources

Lamongan has great Soto

Does Lamongan make great Soto?
Who makes the best Soto?
Wow is this Soto good?
Get me a bowl of Soto, please

Would you like Soto?

Let me get you a bowl of Soto

Statement
Question
Command
Offer

In any kind of interaction there are a number of ways in which we can exchange meanings with others
giving or asking for information or for goods and services. To interact in these different ways, we

use different patterns of linguistic resources called speech functions. The speech functions we can
choose from are statements, questions, commands and offers.

Ways of interacting
To give information
To ask for information or
engage audience

Speech function
Statement

closed (yes/no)

Example
Lamongan has great Soto
Does Lamongan make great Soto?

Question open (Wh-)

Rhetorical

Who makes the best Soto?

To get something done

Directly

Commands

Get me a bowl of Soto, please

To offer to do something

Offer

Would you like Soto?

Let me get you a bowl of Soto

Wow is this Soto good?

Exercise 1
Please, Identifying speech functions in literary text in the table below,
the speech functions of underlined clauses.

TEXT 1

TEXT 2

Text type

Historical recount

Procedure

Social purpose of
the text
Most common
speech function/s
in the text

To retell events in
time

to give instructions

How choice of
speech functions
contributes to tenor
and purpose of text

statement

Statements establish
authoritative
expert status to
provide
information to nonexperts about
historical events

commands

TEXT 3
Exposition
to argue a case
statements and
rhetorical questions

statements
commands clearly
establish authoritative
establish distant,
status, first rhetorical
expert, authoritative
question
status between writer
invites reader to engage
and reader
with topic, second builds
so little work required to solidarity and is
negotiate tenor
persuasive by making
the writers view
seem commonsense

Speech functions:

Direct ways

Exercise 4
Identifying indirect clause structures of commands

Selection from the wide list of resources used by teachers to regulate the behavior of
students in direct and indirect ways. Indirect commands, sometimes called
interpersonal metaphors, can be used to demand goods and services in more formal
and courteous ways than those typically used between family and friends or in
contexts where power differences are emphasized, for example, in the army

In the classroom
Indirect commands may be confusing to students
who have not yet developed a
wide repertoire of interpersonal resources.
Explicit teaching of the meaning and
structures is needed to create these ways of interacting
as it supports children in building effective relationships
with teachers and later with employers
and colleagues in the workplace.

1. In what ways is this text typical of much classroom interaction?

2. Comment on the clauses the teacher uses to manage the classroom
context.
3. What other resources are used to manage the classroom?

1. This is typical because the teacher is in control of interaction, involved in

teaching content and regulating behavior. She initiates discussion and elicits
information (that she presumably already knows) from students and moves
on to ask for information she doesnt know.
2. The teacher uses direct commands to get students to do things and uses open
and closed questions to elicit information
3. The teacher calls students by first names, however, they call her Miss. The
teacher can talk to the students without putting her hand up

We see that the teachers and students

use different types of clauses and
terms of address for different ways of
interacting.
These combinations are important in
expressing differences in age, status,
authority and frequency of contact.

1. What is the social purpose of this text?

2. How would you describe the tenor relationship?
3. Comment on the clauses Lewis uses to establish this tenor and to achieve the social purpose.

CONCLUSION

TEACHING

?
Showing a visual
as a source to connect
prior knowledge to
the material is going to teach

Speech function

Direct Command
Drill

Indirect Command
Drill

We might have noticed that a number of the

declarative clauses used to express commands
After this
, we will get another way to express command in the
forms of auxiliary verbs
We call modal verbs(eg must, need to) to temper or
strengthen the urgency of the command. In the
following sections we will continue to explore
modality, and other interpersonal resources needed in
different kinds of interactions