Notional Functional Syllabus <ul><li>Emergence </li></ul><ul><li>Key features </li></ul><ul><li>Notions & Functions </li><...
Emergence <ul><li>Due to the inadequacy and drawbacks of  both the structural and situational syllabuses  in securing thei...
Key Features: <ul><li>Product oriented </li></ul><ul><li>Content based </li></ul><ul><li>‘ Meaning’ is of high importance ...
Key Features: <ul><li>Language is viewed as a living, complex  and dynamic phenomenon </li></ul><ul><li>To make the learne...
Key Features: <ul><li>Not only the mastery of the language but also to enable the learner how the language works </li></ul>
Notion/Function ?? <ul><li>Communicative purposes for which language is used </li></ul><ul><ul><li>Agreeing </li></ul></ul...
Components: <ul><li>Meaning based rather than structure based through communicative methodology </li></ul><ul><li>The mean...
Form and Function Meaning of an utterance is derived from the whole situation and not from words and sentences used in iso...
Content: <ul><li>What is most useful for the learner to communicate in the target language </li></ul><ul><li>Appropriate f...
Content: <ul><li>Linguistic content is planned according to the semantic demands of the learner </li></ul><ul><li>Heteroge...
Selection and Sequencing <ul><li>Selection and sequencing is tough </li></ul><ul><li>What to include do not only depend on...
Advantages: <ul><li>Communicative aspect along with grammar and situational factors </li></ul><ul><li>Sustains the motivat...
Advantages: <ul><li>Realistic learning tasks </li></ul><ul><li>Everyday , real world language </li></ul><ul><li>Develops n...
Criticism: <ul><li>Similar attacks as were made to structural syllabus </li></ul><ul><li>The inventories of notions and fu...
Conclusion: <ul><li>The original communicative revolution was subsided </li></ul><ul><li>Became the starting point of late...
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Notional functional syllabus design

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Notional functional syllabus design

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