Díaz de León Oñate Functional Approach
Díaz de León Oñate Functional Approach
Díaz de León Oñate Functional Approach
NOTIONAL
APPROACH
These method of language teaching is categorize along with others under the rubric of a communicative
approach.
01 Notions
are meaning elements that may be expressed
02 function
is some kind of communicative act: it is the
through nouns, pronouns, verbs, use of language to achieve a purpose,
prepositions, conjunctions, adjectives or usually involving interaction at least
adverbs. A notion is a concept, or idea. between two people. Examples would be
suggesting, promising, apologizing, greeting,
inviting.
03 A situation
may affect variations of language such as A. The persons taking part in the speech act
the use of dialects, the formality or
B. The place where the conversation occurs
informality of the language and the mode of
expression. Situation includes the following
C. The time the speech act is taking place
elements:
D. The topic or activity that is being
discussed
Other terms explanation…
Exponents Code
are the language utterances or is the shared language of a
statements that stem from the community of speakers.
function, the situation and the topic.
Code-switching.” Is a change or switch in code during the speech act, which many theorists believe is purposeful
behavior to convey bonding, language prestige or other elements of interpersonal relations
between the speakers.
1.- The situations in which the foreign language will be used. A situation will always include
the following: the participants, the place, & the time.
2. Topics, and what the learner will be able to do with these, for example, everyday
interactions, such as buying food, giving directions, are offering advice, etc.
7. The language forms the learner will be able to use. These forms are usually referred to as
exponents which are the language utterances or statements that stem from the function, the
situation and the topic.
Functional-notional syllabuses are of a ● (b) this approach intends to offer everyday, real-
world language use in a variety of socio-cultural
number of merits which are mainly situations, thus, learners will be introduced not
the major characteristics of this type only to grammatical knowledge of the language,
but also to the cultural knowledge necessary for
of syllabuses suggested by Finocchiaro them to fully understand the target language and
and Brumfit (1983). These merits can its culture;
briefly be viewed from four
● (c) it recognizes that the speaker must have a
perspectives real purpose for speaking, and something to talk
about.
From a psycholinguistic perspective, the
functional-notional syllabuses have placed the
needs of learners at the very core of the
teaching program. Consequently,
From the perspective of course design, i.e. the application of a functional-notional syllabus, the
designers always encounter difficulties during the selection of the content. This is because:
a) the idea of “functions” and “notions” of language is not as clearly definable as it is thought to be;
b) although there are criteria listed above for the selection and grading of the components of a functional-
notional syllabus, it is hard to decide such as which functions or notions is of more coverage or frequency
then others;
c) a need analysis is an important and necessary step before the design of the contents as whatever included
in any particular functional-notional syllabus are highly related to the need of the learners; however, it is
always difficult to carry out a profound need analysis in a real life situation.
Conclusions
It´s a students centered method
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