Introduction

In the present specification the language functions – what people do by means of language – are listed in six broad categories:

1. imparting and seeking factual information

2. expressing and finding out attitudes

3. getting things done (suasion)

4. socialising

5. structuring discourse

6. communication repair

The second category is the most comprehensive and is subdivided as follows:

2.1–2.4 factual: agreement, etc.

2.5–2.6 factual: knowledge

2.7–2.15 factual: modality

2.16–2.20 volitional

2.21–2.29 emotional

2.30–2.35 moral

The lists of functions under each category heading are the result of a two-step process of selection. The first step produced the list in Threshold 1990 and the second step the present specification. The principle of selection has been throughout that the functions selected should meet the most likely and urgent needs of the learners and together they should be manageable within the estimated average learning time stated for the objective (see section 5 of the Introduction). In many cases exponents – sometimes even all the exponents of a function – are followed by the symbol ® (i.e. ‘for receptive use only’). This symbol is used to indicate that a particular exponent, though likely to be encountered in contact with native speakers, is felt to be of lower priority in the learners' productive repertoire.

Language functions may be fulfilled directly and indirectly. They are fulfilled directly if an exponent is used in its conventional meaning, i.e. in the meaning that would normally be assigned to it if it were used in isolation.