Notional Functional

Syllabus
Introduction
A syllabus in which language content is arranged
according to the meaning which learners needs to
express through language and function that will learners
will use language for functions can be examplified by
instances such ass inviting,requesti requestinga and
apologizing and notions include age and size .

Theory of notional-functional syllabus

A notional-functional syllabus is an approach where the
organization of the material is determined with notions
or ideas that learners expect to be able to express
through the target language and the functions acts
learners expect to be able to accomplish (Wilkins, 1976).
The functional-notional syllabus takes semantic
knowledge as primary and attempts to answer the
question ‘what do users of the language need to
express?’. This implies a belief in language as a system
but a system of meaning rather than forms (Johnson,
1982). It answer that learning language consists of
learning how to mean. Such a syllabus would seek
correlations between form and function but would
define the link as being between the forms of the
language available to the user and the meanings he
wishes to express

The strengths of the notional-functional

syllabus
The advantages of the notional syllabus include that it
could consider the communicative facts of language from
the beginning with concerning of grammatical and
situational factors. So it is superior to the grammatical
syllabus possibly
In the grammatical syllabus language elements are
demonstrated more in complete possibilities of the
language than the use of it needed in conversation. So
learners would complain that foreign language learning is
not practical and they have few opportunities to use out
of it. However, a functional-notional syllabus would
teach language to use it rather than instructing the use of
its exclusive forms.
Language functions in a real-life setting would generate a
special kind of excitement for learning and leads to
productive learning.
Furthermore, the functional-notional syllabus is superior
to the situational syllabus because it can include both of
the most important grammatical forms and all kinds of
language functions in it rather than concentrate those
exist in specific situations typically

The weaknesses of the functional-

notional syllabus
Every syllabus has its demerits, so does the functional-
notional syllabus. When putting it into practice, we will
find that it presents some problems.
The first problem is that language functions alone are not
a satisfactory organizing principle. In the first place some
realizations of functions are in fact little more than fixed
phrases (e.g. ‘You must be joking!’ ‘Come off it!’). It may
be important to learn them, but that is all we learn! In
other words, some functional exponents are just single
items- we cannot use them to generate more language
as we can with grammatical structure.
The second problem lies in the selection of items for the
syllabus and the grading and sequencing of the items.
This problem was exacerbated by the fact that
linguistically complex forms could appear in more basic
and essential functions, such as requesting (e.g. “Would
you mind closing the window?”) In the functional-
notional syllabus, the specification of needs may well
turn out to be as global as the specification of types of
situation does for the situational syllabus. Richards
(2001) points that “the term ‘needs’ is not as
straightforward as it might appear” and suggests that
“what is identified as a need is dependent on judgment,
and reflects the interests and values of those making
such a judgment.” Moreover, Wilkins (1976) notes that
the forms are asked to express the semantic needs, so
they would be extremely varied.
The third problem is impossibility of defining functions
with precision and clarity. Although speech-act theories
have proposed conditions whereby a given speech act
may be defined as performing a given function, no
reference is made to such specifications in proto-
syllabus, nor indeed, in any other similar listings. The
absence of a specification of conditions which limit or
determine the interpretation of a given functions means
that there is at best, some ambiguity, and, at worst, total
misunderstanding over what is meant by such functions
as expressing intention, expressing one is/ is not obliged
to do something or expressing dissatisfaction.

Conclusion
The notional-functional syllabus is brought and
influenced by both theories of language and language
learning/acquisition. And there are clear benefits
connected with the notional-functional syllabus
associated with a communicative teaching approach and
plenty of criticisms exist when put it into practice as well.
As considering theories which influence the functional-
notional syllabus and characteristics of this type of
syllabus, there are two kinds of teaching situations to be
discussed are best suitable ones. However, there are also
lots of questions haven’t been solved such as: What kinds
of particular circumstances are in when students are
instructed in the notional-functional approach? How
much grammatical knowledge can be assumed? How
restricted is the need for English? How long will the
students study English? Will they have the time and the
opportunity to learn how to apply any grammatical
foundation provided in a course? Above these questions
it cannot be automatically assumed that which kind of
common teaching situation is the best suitable one.
However, as a communicative teaching approach, the
utility of the functional-notional syllabus will be in a wide
range of teaching situations across the world continually.

Objective Questions
1: What is difference between syllabus and
curriculum?
Ans: Syllabus is program or outline of course of study and it is
prescribed for the year and it should be completed by both
teachers and students during that year.
Curriculum is a word that refers to subject that should be
studied in a college or school it refers to entire period of study.

2: What is Notional Functional Syllabus?

Ans: This is approach to develop a communicative syllabus in
which language content is arranged according to meaning
which a learners need to express through language and the
functions that learner will use.

3: what are the benefits of Notional Functional

Syllabus?
Ans:(a) It sets realistic learning tasks.
(b) It provides for the teaching of day to day or real-world
language.
(c) It leads us to emphasize receptive activities before rushing
learners into premature performance.
(d) It recognizes that the speaker must have a real purpose of
speaking and something to talk about.
(e) Communication will be intrinsically/ naturally motivating
because it expresses basic communicative functions.
(f) It enables teachers to exploit sound psycho-linguistic, socio-
linguistic, linguistic and educational principles.
(g) It can develop naturally from existing teaching methodology
(h) It enables a spiral curriculum to be used that reintroduces
grammatical, topical and cultural materials.
(i) It allows the development of flexible, modular courses.
(j) It provides for the widespread promotion of foreign
language courses.

4: Criticize on Notional Functional Syllabus.

Ans: Criticism of functional-notional syllabuses is that it deals
with the components of discourse but may not deal with the
discourse itself.

MCQs
1:Designer to fit into a wide variety of
educational contexts and suit a wide variety of
learning aims, is the meaning of .......

a:Threshold level
b:CEFR level

c:Waystage level
d:Entry level

2. There are 4 criteria in the assessment

fuction, except ?
a:Need

b:Utility
c:Time
d:Coverage
3.How many important elements are there for
the design syllabus ?
a:2
b:3
c:6
d:5

4.What year was the first waystage level

published ?
a:1976

b:1977
c:1980
d:1975

5.There are 4 concept in the national aspect,

except ?
a:Movement
b:Space
c:Effect

d:Utility

6. "Various proposals to form functional and

structural elements have been put forward,
giving rise to various types of communicative
syllabus." The statement according to?

a:Yalden 1983
b:Jhonson 1939
c:Stern 1983
d:Clark 1979
7. How many categories in “Functions and
Forms” are mentioned by Canale and Swain?

a:2
b:3
c:4
d:5

8. The following are NOT included in the five

categories according to Canale and Swain ...

a:Transparency with respect to the

communicative function of an utterance
b:Generalizability to other communicative
functions

c:The degree of clarity in terms

of economic and geographical
dialects
d:Acceptability in terms of perceptual
strategies

9. The function of the concept of

recycling in the syllabus and curriculum is?
a:Planning learning activitie
b:Identify the main learning material
c:Revising items that have been
previously studied
d:Determine the type of assessment

10.Which is a recycling concept, except?

a:Realize or add something new to what has
been learned before
b:The function provided can be
reintroduced
c:Expansion of style variations is provided

d:Not related to topic

11.All syillabuses are based on.....

a:Principles of selection and

grinding
b:Principles and grammar
c:Criteria and structure
d:Structure and principles
12.The principles of needs analysis are
based on....
a:Skill
b:Structure

c:Sociolinguistically
d:Sociology

13. What is an important stage in syillabus

design?
a:Skill
b:Topic
c:Layout
d:Need analysis

14. In 1976 the best introduction to national

functional syillabus is provided by.....

a:Willkin's national syillabus

b:Joe national syillabus
c:Mark national syillabus
d:James national syillabus

15.According to whom is the need for

observational research in the realization of the
communicative category?
a:Trimble 1978
b:Chiu 1973

c:Wilkins 1979
d:White 1974

16.What is the consequence of the lack of

such empirical research from functionall
syllabus and textbook writers?

a:Depend on intuition
b:Depend on student
c:Depend on mood
d:Depend on situation
17. Why language acquisition studies have
not emerged for functional grading?
a:Focused on functional development
languange

b:Focused on distinctly limited

range of morphological
features
c:Focused on native languange of student
d:Focused on traditional assessment
18. The selection and grading of items for
functionally based syllabuses relies on such
considerations as the needs of.....
a:The teacher
b:The class
c:The syllabus

d:The learners