Language is the human ability to communicate through signs that we perceive and understand through our senses (hearing and even sight in speech, sight in sign language, touch in Braille, etc.). Language, when viewed as an ability or a system, functions as a whole; however, to analyze, study, or understand it, it is necessary to consider the existence of different dimensions that compose it (Herrera, Gutiérrez, & Rodríguez, 2008):
- Content: this dimension considers semantics, that is, the meanings of the signs (words) we use.
- Form: this includes the phonological, phonetic, and morphosyntactic components. This dimension considers the rules we follow to form words, sentences, discourses, etc.
- Use: this is the pragmatic component of language and is observed in context, our intentions when communicating, the non-verbal elements we use, among others.
Pragmatics is considered the last component of language, but this does not mean it is the last in importance. This characteristic allows us to adapt to each situation we experience to ensure that all the people we communicate with (interlocutors) understand us. Within this area, we can consider three important skills:
- To use language correctly so that it is useful.
- To adapt to the personality of our interlocutor. For example, we don’t speak in the same way with our best friend as with our professor.
- To take social norms into account; an example of this can be respecting the other person while they are speaking and not interrupting them.
Aspects such as intentions, signification, and implication between speakers are part of language use. Within the language acquisition process, these aspects manifest from twelve months of age, when, among other things, children begin to choose and develop conversation topics. Between 2 and 3 years of age, in addition to initiating conversation topics, they can maintain them for 2 or 3 turns (Díez, Sanz, Caso, García, & García-Martín, 2008).
Within this process, various linguistic functions are also learned and begin to be used, which develop in parallel with the other language components mentioned. Halliday (1975) distinguished the following functions:
- Instrumental function. Its goal is to obtain objects or help from other people. It manifests in utterances like «give me» and «I want».
- Regulatory function. It focuses on controlling or modifying the behavior of the person to whom the message is directed. It can be observed in utterances similar to «do this», «we can do this».
- Interaction function. This includes greetings, as its objective is communication.
- Personal function. It comprises expressions of self-awareness and self-expression, serving to express our interests, dislikes, etc.
- Heuristic function. These types of expressions are used to ask for information about our surroundings.
- Informative function. These are expressions that would function as a response to the previous function, consisting of providing information to another person.
These categorizations only serve a purpose of study and intervention, because as we can see, we naturally learn their use through social interaction, without much effort or analysis. Language acquisition integrates all its components, as it is the result of the interaction of biological, psychological, and social elements.
The importance of the pragmatic component in all daily interaction or communication situations is highlighted because it is generally the most unknown area as it is not learned directly in an academic training context; however, it comprises a group of norms that are transmitted within society (for example, which gestures are appropriate and which are not). Its relevance is so obvious that when it fails, we notice it instantly. A pragmatic disorder can be observed in ASD, which is why we might observe, among other characteristics, a distinct intonation when speaking.