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Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
Notional functional syllabus design
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Notional functional syllabus design

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  • 1. Notional Functional Syllabus
    • Emergence
    • Key features
    • Notions & Functions
    • Components
    • Form and Function
    • Content
    • Selection and Sequencing
    • Advantages
    • Criticism
    • Conclusion
  • 2. Emergence
    • Due to the inadequacy and drawbacks of both the structural and situational syllabuses in securing their desired objectives
    • Learners are left short of inadequate communicative capacity
    • Here communicative competence is the starting point
  • 3. Key Features:
    • Product oriented
    • Content based
    • ‘ Meaning’ is of high importance
    • Analytic approach
    • Interpersonal rather than personal, (sociolinguistic and contextual)
  • 4. Key Features:
    • Language is viewed as a living, complex and dynamic phenomenon
    • To make the learners able to analyze the language and to make them communicatively competent
    • ‘ Notional’ and ‘situational’ ‘notional functional’
  • 5. Key Features:
    • Not only the mastery of the language but also to enable the learner how the language works
  • 6. Notion/Function ??
    • Communicative purposes for which language is used
      • Agreeing
      • Approving
      • Enquiring
      • Apologizing
      • suggesting
    • Notion means conceptual meaning of any type
      • Time
      • Direction
      • Size
      • Frequency
      • Cause
  • 7. Components:
    • Meaning based rather than structure based through communicative methodology
    • The meaning components:
      • Conceptual/lexical: referential meaning
      • Modal: attitude of the speaker and the degree of certainty
      • Functional: the use to which an utterance is put by the speaker
  • 8. Form and Function Meaning of an utterance is derived from the whole situation and not from words and sentences used in isolation
    • Request
      • It’s cold here
      • Would you ease close the door
      • I wonder if some one could close the door
      • You have left the door open
    • I am hungry
      • Suggestion
      • Statement
      • Requesting
      • Threat
  • 9. Content:
    • What is most useful for the learner to communicate in the target language
    • Appropriate forms are chosen to perform those communication
    • Concepts and forms of widest value
  • 10. Content:
    • Linguistic content is planned according to the semantic demands of the learner
    • Heterogeneous linguistic items
    • No ordered direct exposure to the grammar of the language
  • 11. Selection and Sequencing
    • Selection and sequencing is tough
    • What to include do not only depend on linguistic ground rather what the planners think most useful for the learners to communicate
    • Classroom functions and real world functions
    • Complex ordering – apologizing, requesting- easy/difficult
  • 12. Advantages:
    • Communicative aspect along with grammar and situational factors
    • Sustains the motivation of the learners as communicative competence is targeted
    • Superior as it includes important grammatical functions to cover all kinds of language functions not only the typical one of certain situations
  • 13. Advantages:
    • Realistic learning tasks
    • Everyday , real world language
    • Develops naturally from existing teaching methodology
    • Development of flexible, modular courses
  • 14. Criticism:
    • Similar attacks as were made to structural syllabus
    • The inventories of notions and functions seem similar to inventories of grammatical points and lexical items
    • Dividing language into discrete units misinterprets the nature of language as communication
    • Skeptical status of notion, its desirability and feasibility as a functional unit of syllabus organization
  • 15. Conclusion:
    • The original communicative revolution was subsided
    • Became the starting point of later explorations
  • 16. Thank you

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