Improving high school students' doing English tests about language functions

A. INTRODUCTION
1. Rationale of the study 
	Nobody can deny the importance of English in our lives now. English is introduced to the educational curriculum from primary education to tertiary education. It is taught at schools, outside schools whenever by not only teachers but also people who never go to any colleges of education. Working as a teacher, I must constantly improve methods of teaching English. However, the renewal of teaching and learning methods must meet the objectives, requirements of the curriculum and how to apply on communication. Communication depends on many factors in the process of learning a foreign language such as the practice of listening and speaking skills, using correct grammar patterns, correct pronunciation and intonation, right accent, etc. Because of that, learners need to master the above factors so as to communicate more effectively.
	When we talk about language functions, we are talking about the reason why we use a language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves. We can break this down into language functions. When we communicate with language, we can: compare and contrast, make a complaint, express love or anger, persuade someone, give advice, ask for something, ask for something politely, hide the truth (lie), warn, give information, explain a process, blame something , avoid saying anything and so on. Each language function can be associated with certain grammatical forms. For example, we often use modal verbs in a polite situation,
- Might I borrow your pen?
- Please, could you give me your pen?
- Give me your pen!
You never say to somebody: Give me!
	“Language functions and responds” plays an important role in learning English. It not only helps students to use English naturally but also helps them achieve good results in exams. It appears more and more in 15- minute tests, 45- minute tests, final tests, graduation exams, entrance exams. Students will have difficulty doing exercises about it unless they are well taught.
	In university exams in recent years there have had a separated part about cultural communication. These questions equal the number of questions about word- stress or some other major grammars in English. Besides, as we all know that the cultural diversity of each country is expressed differently through language. If we do not learn to speak English when communicating we tend to use the Vietnamese culture to convey the meaning of words. For my students in real communication, they say either "Yes" or "No", but may not know how to answer such other implications. There are many causes of this situation such as: they haven’t concentrated on their learning attentively. Or they don’t know how to use language naturally as well as do it correctly in assignments, tests, exams. Besides, I think they have not had enough experiences, or methods of doing this type of exercise. From these reality and importance, I came to a decision to give some experiences to better this kind of exercise. That is the reason why I chose the topic" Improving high school students' doing English tests about language functions", which is my research.
2. Aims of the study
	The research is aimed at:
- Contributing my a few experiences for teaching “Language functions and responds” at high school.
- Sharing my own initiative experiences for colleagues so that they can use them as references to help students prepare best for their exams.
3. Scope of the study
	The study has been conducted on the students at Tinh Gia 1 high school in the school year 2018-2019
4. Research methods of the study
- Based on teaching process
- Based on a number of references on communication functions in English.
- Based on some comments of my colleagues
B. DEVELOPMENT
1. THEORETICAL BACKGROUND
	To have detailed knowledge about the communication culture of a language in general and English language in particular, learners have to regularly communicate with friends, teachers, native speakers. In addition, students should be equipped with some basic knowledge about the communication. They need to have vocabularies about every field, basic grammar structures. The learners, whose first language is Vietnamese, use language with oriental culture. However, English speakers use their language with western culture. Therefore, there are many differences. In some situations, students may also translate into Vietnamese answer to choose the correct answer. Additionally, they should apply the understanding of English culture. In sum, mastering this aspect of language requires learners as well as teachers to try their best during learning time.
2. PRACTICAL BACKGROUND
	Students at Tinh Gia 1 High School come mainly from rural areas .They have little received help or encouragement from parents or siblings because of their unawareness of its importance. This affects their perception of the importance of the English subject. All the things they focus on are the grammar section. When they have to do “Language functions and responds” at tests, they will translate them into Vietnamese to choose their answers or apply structures that they have studied to solve these exercises. When communicating, the students do not take advantage of their knowledge at the speaking section in the textbooks
	One reason why I focused on this topic is that communicative English plays an important part in our lives. Many students pride their selves on their wide vocabulary and good understanding of English grammar. However, when they communicate with native speakers, they have still difficulty in expressing their ideas. Or they do not understand what speakers mean. When they are examined in oral tests or written ones, the students will surely feel worried about it.
	For example: (easy level)
- A: How do you go to school?
- B: ........................
A. By bike	B. Every day except Sundays	C. I’m fine	D. At 6.00 pm
They choose it very quickly. "A" is a correct answer
	But with a more difficult question:
- A: “Do you mind if I smoke?”. B: “.”
A. Yes, I don’t mind	B. No, I don’t think so
C. Yes, go ahead	D. No, go ahead
	They probably choose A or even C. In fact, this is a question of permission with structure "Do you mind ...."or "would you mind" and the answer tends to negative respond. The answer is D.
	And this is the result of this part in oral exams between teachers and students at 15- minute tests, 45 minute-tests in the early of September in 2018 at class 10A10.
Oral test (the maximum score for this part is 5 points)
No
Full name
points
1
Nguyễn Hùng Cường
1
2
Lê Thị Lan
0
3
Huỳnh Thị Diễm Quỳnh
1
4
Lê hải Vân
0
5
Đỗ Quang Phúc
0
6
Trần thị Quỳnh Anh
2
In the 15-minute test: including 2 questions about communication. The maximum score for this part is 1 point. Here are the total score of every student
15-minute tests
No
Full name
points
1
Nguyễn Hùng Cường
0,5
2
Lê Thị Lan
0,5
3
Huỳnh Thị Diễm Quỳnh
1
4
Lê hải Vân
0,5
5
Đỗ Quang Phúc
0
6
Trần thị Quỳnh Anh
0
There are 3 questions in the 45- minute test. The maximum score for this part is 0.75 points. Here is the total score of every student
45-minute test
No
Full name
points
1
Nguyễn Hùng Cường
0,25
2
Lê Thị Lan
0
3
Huỳnh Thị Diễm Quỳnh
0,5
4
Lê hải Vân
0
5
Đỗ Quang Phúc
0
6
Trần thị Quỳnh Anh
0,5
	From the results above, they really worry me. I started paying much attention to my teaching method about this part. Firstly, I make them practice speaking as much as possible during speaking lessons. Secondly, I give more assignments that they must do not only at school but also at home. These tasks will be carefully checked in the following day. Additionally, I encourage them to improve their listening skills, which can help them master this kind of exercises. Besides, there have always been some questions in the test, which makes them not ignore this kind of exercises. Furthermore, I also seek documents related and classify them into many kinds. Some are applied for starters, other things are for better students. I especially concentrate on the students, who are going to take college entrance exams.
	I demonstrate extracted parts from graduation and university exams. I always emphasize that they usually appear in these exams. Of course, I also give some experiences when copying with them.
3. CONTENTS
3.1 Definition
"Functional language" is language that we use to perform various "functions" such as giving advice or apologizing. Functional language typically uses fixed expressions for each function–for example "if I were you" or "my suggestion is" in giving advice, and "it was my fault" or "please forgive me" in apologizing.
3.2 Some examples of language functions and special notes
1. Apologizing
To apologize to anyone I may say the following ways
To accept the apology one might say following ways
Forgive me. I’m terribly/ awfully sorry about ..
Please accept my apologies for ..
I’d like to apologize for ..
I’m sorry I didn’t mean to .
Oh no! Did I do that? I’m sorry.
I’m (really/so) sorry.
Sorry about that.
I (really) must apologize
I didn‘t mean that. Please accept my apology
It‘s totally my fault
I accept (full) responsibility for my actions
There is no excuse for my actions
I can see how you might be annoyed 
I don't know what got into me 
I think I went a bit too far 
Please don't hold a grudge
If I could turn back the clock,... 
Please let me know if there is anything I can do to compensate for it.
All right/ That’s quite all right.
I understand completely
You really don’t have to apologize for ..
You don’t need to apologize for ..
Oh, that’s alright. It can happen to anyone.
It’s not your fault.
Don’t worry about it.
It’s OK/ That’s OK/alright
No problem.
Forget it.
No need to apologize: 
Never mind
It doesn’t matter
No harm done
Please don’t blame yourself
I forgive you
Your apology is accepted
Example
A: "I'm sorry about that!". B: "- ................!"
A. No harm done 	B. Of course 	C.You're welcome D. It's Ok
The answer is A
Note: we should choose acceptable responds rather than unacceptable ones.
2. Complimenting:
To compliment anyone we can say the following ways or structures:
In response to a compliment you can use one of the following statements:
I think your hair is very nice.
I really love / like your hair. It'so beautiful.
What beautiful hair you have!
You really have a / an Adj + N
How your house is gorgeous!
This soup is so delicious. My Compliments to you!
You look very good in this dress!
You did a good job! Good job! 
What you did was wonderful/ desirable/ amazing. 
 You played the game so well.
Thanks / Thank you / Thank you. It's nice of you to say so.
Thanks. Yours is even nicer.
Thanks. Yours is nice too
Thanks. I Had it cut yesterday.
Thanks. That's a nice compliment
How nice of you to say so.
I'm glad you like it.
Yeah, it's my favorite, too.
It was nothing really. (Demonstrating the modesty of the speaker)
You've got to be kidding!
For these ones, you may use thanking words
Note: When replying to a compliment we often use thanks (as well as responds to our invitations or offers) and you may add some polite words
Example:
1. Laure: "What a lovely house you have!"
 Maria: "_______."
	A. No problem 	B. Thank you. Hope you will drop in
	C. I think so 	D. Of course not, it's not costly
2. A: "Wow! What a nice coat you are wearing!" B: "______"
	A. Certainly. Do you like it, too? 	B. I like you to say that.
	C. Yes, of course. It's expensive. D. Thanks. My mother bought it for me!
(The answers are italicized) 
3. Thanking
To say thanks to someone:
to reply
Thanks a lot / Thanks / Thank you.
I cannot thank you enough for your help.
It's very kind of you to .... Thank you.
That was nice kind / sweet / good of you. Thank you.
I am grateful to you for......
My pleasure / It was my pleasure
No problem.
You're welcome.
Not at all.
I'm glad you like it
Do not mention it.
Do not worry about it.
Forget it.
That's OK
That's alright
Never mind!
That's alright
Think nothing of it
It was the least I could do
Example
1. A: “I can’t thank you enough for your help.” B: “.”
A. I’d rather not	B. My pleasure	C. I don’t mind	D. My goodness
2. A: “Thank you for your help.” B:“.”
A. With all my heart	B. It’s my pleasure	C. Never mind 	D. It is for you
3. A: “Thank you for the nice gift.” B: “.”
A. But do you know how much it costs	B. You’re welcomed
C. You’re welcome	 	D. My goodness
4. Anne: “Thanks for the nice gift!”
 John: “............”
A. In fact, I myself don’t like it. 	B. You’re welcomed.
C. I’m glad you like it. 	D. But do you know how much it costs? 
 (The answers are italicized) 
Note: in this section the student can be confused with the answer "you are welcomed" instead of "You are welcome" 
4. Some other common things
Ask about health, work or family
ask
answer
How are you?
How've you been?
I'm fine, thank you, and you?
Fine, thanks, and you?
Very well, thank you, and you
How are things?
How's everything?
How are you doing?
How is it going?
Great
All right
OK
Not too bad
Too bad
so so
What's happening?
What's new?
What's going on?
Not much.
Nothing
A: I'm so depressed. I think I'll quit my job soon.
B.Take it easy. Everything will be fine.
My friend is hopeless.
Do not worry. It's not that bad.
Example
1. “How are you doing?”. “.”
A. Great. Thanks 	B. Yes, I am 	C. I’m reading a novel	D. I’m afraid not
2. “.”. “Nothing”
A. What do you do? B. How are you? C. Are you a new comer? D. What’s new?
3. “ Hi, Tom. How’s everything?”
A. Not bad. How are you? 	B. Hi, How do you do? 	
C. No, thanks 	D. Hi
4. Lan: Make yourself at home.
Peter: ............... ..
A. Not at all. Do not mention it. 	B. Thanks. Same to you.
C. That's very nice. Thank you. 	D. Yes, Can I help you?
( The answers are italicized) 
Note: In this section the students may confuse the questions, which leads to choosing incorrect responds.
5, Greeting and introduction:
When being introduced, we often use:
responds
I'd like you to meet John.
I'd like to introduce John.
This is John. In return we use:
How do you do?
Glad to meet you
Nice to meet you
Pleased to meet you.
How do you do?
To introduce myself, we often use:
responds
Hello / Hi, I'm Mary.
Hello / Hi, My name is Mary. Reply:
Hello / Hi, I'm Russian.
Hello / Hi, my name is Nga
Hello / Hi Lan
Good morning
Nice / Glad to meet you. Paul
I do not think we've met. I'm Mary. 
How do you so. I'm Mai.
Nice to meet you. I'm Mai. (My name is Lan)
Pleased to meet you. I'm Mai. (My name is Lan)
Hello / Hi Tom
Good morning
Nice / Glad to meet you too, Russia.
Example
1. Peter: “Hi, Jane”. Jane: “..”. 
A. How are you? 	B. Hi, too 	C. Ok, See you soon 	D. Hi. I’m Nga
2.John: “”. “ How do you do. I’m Mary”.
A. Have they met before? 	B. How are things? 
C. What’s your name? 	D. Hello. I’m Lan
(The answers are italicized) 
6. Saying goodbye:
Some saying goodbye and some responds
A:Well, I’m afraid I have to be going./I really must go now.B: Thanks for coming.
A: It was nice to see you.	B: Same here.
A:Great seeing you.	B: Same here.
A: I’ve really got to go.	B: OK. See you/See you again.
A: Bye! Lan	B: Bye! Have a good day.
A: Bye! Mary	B: See you later.
A: See you later.	B: Bye! Tim
A: Bye! Have a nice weekend.	B: Thanks. You too.
A: Take care! Have a nice trip.	B: Thanks. Bye!
A: Well, it’s getting later.	B: Maybe we can talk again.
A: Until next time.	B: Goodbye.
A: See you later.	B: So long. Take care.
A: See you tomorrow.	B: Goodbye.
Example 
1. “But it’s very late, so .”
A. take care 	B. have a good day 	
C. goodbye for now 	D. it’s great fun, thanks.
2. “Oh no, I’m late for my appointment. .”
A. Catch you now 	B. Catch you later 
C. Nice to see you again 	D. pleased to see you.
3. A. “.” - B. “Thanks, I will write to you when I come to London.”
A. God bless you! 	B. Better luck next time! 
C. Have a nice trip! 	D. Have a go! 
(The answers are italicized) 
7. Warning:
Note: The negative warning is replied by negative words.
A: Do not push hard against hothouse toy, or you might, break it.
B: No, I will not / Thanks. I will not.
The affirmative warning is replied by affirmative words.
A: Watch out! Be careful!
B: OK. I will.
A: Work hard or you will fail the exam.
B: I will.
8. Invitation, suggestion:
Invite anyone to go anywhere / do anything, we can say the following ways:
Would you like to go to the movies with me tonight?
Are you free to go to the movies with me tonight?
Do you feel like/ fancy going to the movies with me tonight?
How about/ What about going to the movies tonight?
Let’s go to the movies tonight?
Why don’t we go to the movies tonight?
Shall we go to the movies tonight?
to reply we can use either an acceptance or a refusal
acceptance
refusal
Yes, I’d love/like to.
That’s sounds great!
That’s sounds like fun.
That’s a good idea!
That would be great/ wonderful.
Ok. Let’s do that.
Why not?
Some other time, perhaps
I wish I could
I’d love/like to, but
That’s sounds great, but
That’s sounds like fun, but
Let’s not.
That’s a good idea, but
That would be great/ wonderful, but
I’m afraid I can’t
Sorry, I can’t because .. Sorry I don’t particularly like
To offer to help someone we can use one of the following expressions:
Let me help you
How can I help you? How can I be of help?
Would you like some help? Do you need some help?
What if...? ( if I can...)
Would you like something to drink?
Let me make you a cup of tea! coffee!
Shall I cook something for you?
accepting
Yes, please!
Yes, could I have some orange juice.
Thanks, that would be a great help! That would be helpful!
As long as you don’t mind:
It would be nice/ great/ helpful/... if you could!
politely refusing
No, thanks:
No, don’t worry!:
No, that’s OK!
Thanks but I can manage!
Example 
1. “Why don’t we go out for a walk?” “ .” 
A. Why not 	B. Yes, please 	C. Ok, let’s 	D. Never mind 
2: Alice: "What shall we do this evening?" - Carol: "______" 
A. Let’s go out for dinner. 	B. Oh, that’s good! 	
C. No problem. 	D. I went out for dinner. 
3. "Let's go to the movie now" -"Oh! ............."
A. I don't	B. Why's that?	C. I need it 	D. Good idea
(The answers are italicized) 
Note:
 If we use this structure:" Would you love / like to ....?" We should say:" Yes, I'd love / like to" to accept, or "I'd love / like to but ..." to refuse. Some students prefer using “Yes, I would”, which is not a natural respond in English. Maybe they see: Would you
9. Some other language functions
Giving Advice
I think/I really think you need to
How about you do it ...?
Why don't you consider ...?
You could (try) ...
Be fine were you
The best/most important thing (to do) is to ...
A wise man once said ...
It might be an old wives' tale, but ...
Requesting
Can I...?
Could I possibly...?
Could you...?
..., if it's not too much trouble.
Are you good at ...?
Could you give me a hand with?
Do you think you could? 
Are you any good at?
I could use some help
Giving bad news to someone
I regret to inform you that ...
I'm sorry to say (that) ...
Unfortunately, ... 
I am sorry to have to tell you ....
I apologize for any inconvenience caused. 
I have some bad news for you 
Do you want the good news or the bad news first? 
I am sorry to have to inform you that ... 
Are you sure you want to hear this?
At this moment in time, ... 
Despite my best efforts, ... 
It's out of my hands.... 
Realistically, ... 
There's no easy/nice way to say this, ... 
There's good news and bad news.
Giving good news and responds
A: I passed my exam! B: That's great! Congratulations! Or:
Oh, that's good! I'm glad to hear that.
Good Way
You've done a good job!
I'm pro