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Understanding The Notional-

Functional Approach In
Language Learning
by MOHAMMED RHALMI / April 19, 2023

Table Of Contents

Introduction

History of the Notional-Functional

Approach

What is the Notional-Functional

approach?

Functions:

Notions:

Exponents

Situation

Notional-functional syllabus:

Characteristics of the
notional-functional approach

Functional notional approach

activities

Advantages and Disadvantages of

the Functional-Notional Approach

Advantages of the
Functional-Notional Approach:

Disadvantages of the
Functional-Notional Approach:

Conclusion

References

FAQs:

Introduction

The Notional-Functional approach is a method of

teaching second languages that focuses on the
communicative meanings of words and
expressions rather than just grammatical
structures. It was introduced by D.A. Wilkins in
1972, as a response to the need for more effective
language teaching methods.

The approach organizes language teaching in

terms of functions and notions rather than
grammatical structures, with a strong emphasis on
real-life situations where language is used.

In this article, we will discuss the history, definition,

and key characteristics of the Notional-Functional
approach.

History Of The Notional-

Functional Approach

While Europeans in the late 1960s started to

realize the significance of communication, the
methods used at the time weren’t meeting this
need.

In 1972, the British linguist, D.A. Wilkins, came up

with a groundbreaking idea. He suggested that
instead of relying on traditional concepts like
grammar and vocabulary, language learners
should focus on understanding the
communicative meanings behind words.

By doing so, learners could better express

themselves and understand others more
effectively. Wilkins published a document outlining
his proposal, which was a big departure from the
status quo of language teaching at the time.

In response, the Council of Europe came up with

the Notional-Functional approach to teaching
second languages, as a way to address this issue
and provide effective techniques for learning.

What Is The Notional-Functional

Approach?

The Notional-Functional approach, which is part of

the communicative approach trend, refers to a way
of teaching that organizes language teaching in
terms of functions (i.e., purposes for which
people communicate either in spoken or written
forms) and notions (i.e. the topics and ideas that
a learner needs to handle) rather than in terms of
grammatical structures.

The content of learning is derived from initially

analyzing the learner’s need to communicate in
real situations. Language skills are classified
based on what people want to accomplish with the
language (functions) and what kind of meanings
they want to express (notions)
The focus is thus on the practical applications of
the language. It is a shift away from teaching
theoretical rules.

This approach takes into account real-life

situations in which people use language. It also
emphasizes the ability to communicate effectively
in those situations.

Let us define some key concepts before

proceeding.

Functions:

Functions refer to the reason we use language

within a given situation. A function is a
communication act that achieves a purpose such
as inviting, complaining, suggesting,
complementing, offering, etc.

Notions:

Notions are elements of meaning that can be

conveyed using various parts of speech, such as
nouns, pronouns, verbs, prepositions,
conjunctions, adjectives, or adverbs.

In simpler terms, a notion is a concept or an idea

that can be either specific or general. For instance:

words like “car” or “desk” represent specific

notions or vocabulary

Concepts such as “time,” “size,” “emotion,” and

“movement” are more general notions.

Moreover, a notion can also refer to a specific

point in time, like the past. This can include past
tenses:

Phrases such as “last year,” “in 2007,” and “a

week ago,”

Statements using temporal clauses starting with

“when,” “before,” “after,” and so on.

Exponents

An exponent is the language item (the expression)

used to express a language function. A function
may be expressed through different exponents:

Function Exponent

Please, come to the party!

Inviting
I would love it if you come!
informallly
Join us if you can!

I wonder if you could possibly come to

the party.
Inviting I cordially invite you to lunch at my
Formally house.
It would be my pleasure if you would
join us at the party.

Functions VS. Exponenents

Situation

The situation refers to the context where a certain

function is used. This may affect the formality or
informality of the language used to communicate.
For example, greeting friends, strangers, or
teachers may require different greeting exponents.

Friend: Hi, Jane. (Informal)

Student: Good morning Mrs. Jackson. (formal)

Notional-Functional Syllabus:

The notional-functional syllabus

A notional-functional syllabus is a syllabus

organized according to notions and functions
instead of grammatical structures.

In his paper “Notional Syllabuses: Theory into

Practice”, David Wilkins discussed the theory and
practice of the Notional-Functional approach:

“Basically, a notional syllabus aims to

organize language teaching in terms of
the purposes of communication. Its
foundation is a system of notional
categories and the determination of forms
of language appropriate for the
expression of the purposes of
communication.”

David Wilkins 1976

Towards the end of the 1970s, new kinds of

course books appeared that were based on
functional syllabuses.

These books were organized according to different

language functions, like offering or making
requests, and the specific words and phrases
(exponents) needed to express those functions.

For example, a beginner’s course might start with

the function of introducing oneself, offering or
making requests. It would cover common
exponents like “Would you like…?” and “Could
you…?”. These concepts are typically practiced
through communicative exercises like role-playing,
pair work, and group work.

This approach is quite different from traditional

grammatical syllabuses. In a grammatical
syllabus, more complex structures like those using
the word “would” might be saved for later stages,
while in a functional syllabus, “would” or “could”
may appear quite early on because of their
importance in common exponents like “Would you
like…?”.

In this approach, it’s not considered crucial to

apply a specific grammatical category or name to
each structure, as the focus is on teaching
students to communicate effectively in real-world
situations.

Characteristics Of The Notional-

Functional Approach

The Functional-Notional Approach is characterized

by several key features, including:

Needs analysis: Teaching is based on an initial

learners’ needs analysis.

Emphasis on Functions and Notions: The

approach places a strong emphasis on the
functions or purposes of language. Examples
include making requests, giving advice, or
expressing opinions. A focus on the notions or
concepts that underlie them, such as time,
space, and relationships is also emphasized.

Teaching Language in Context: Language is

taught in context, using authentic materials and
real-life situations. Examples include ordering
food in a restaurant, buying tickets at a train
station, or making a phone call.

Using Authentic Materials: Authentic

materials, such as newspaper articles,
advertisements, and videos, are used to expose
learners to the target language in authentic and
meaningful contexts.

Emphasizing Communication Over

Grammar: Communication is emphasized over
grammar, with a focus on using language to
achieve a specific goal. It is a shift away from
the dry rules of grammar.

Learner Autonomy: The approach promotes

learner autonomy. Learners are encouraged to
set goals. They take responsibility for their
learning.

Cultural Awareness: The approach fosters

cultural awareness, as learners are exposed to
different cultures and ways of thinking through
authentic materials.

Assessing communication: Assessment is

based on the ability to appropriately
communicate.

Functional Notional Approach

Activities

Here are some examples of activities that can be

used in the Functional-Notional Approach:

Role-Play Activities: Role-play activities

provide learners with the opportunity to practice
using language in real-life situations. For
example, learners can act out a dialogue in
which they make a hotel reservation or order
food in a restaurant.

Information-Gap Activities: Information-gap

activities require learners to exchange
information in order to complete a task, such as
filling out a form or planning a trip. This type of
activity helps learners develop their ability to
communicate clearly and effectively.

Problem-Solving Activities: Problem-solving

activities require learners to work together to
solve a problem or complete a task, such as
building a structure with limited materials or
planning a budget. This type of activity helps
learners develop their ability to collaborate and
negotiate in English.

Discussion Activities: Discussion activities

provide learners with the opportunity to share
their opinions and ideas on a variety of topics,
such as current events or cultural differences.
This type of activity helps learners develop their
ability to express themselves clearly and
effectively in English.

Project-Based Learning Activities: Project-

based learning activities involve learners in a
longer-term project, such as creating a podcast
or organizing a charity event. This type of
activity helps learners develop their ability to
plan, research, and present information in
English.

Listening and Speaking Activities: Listening

and speaking activities can involve listening to
and responding to a variety of English language
materials, such as podcasts, news broadcasts,
and interviews. These activities help learners
develop their ability to understand and
communicate in English.

Advantages And Disadvantages

Of The Functional-Notional
Approach

Advantages Of The Functional-

Notional Approach:

Develops Communicative Competence: The

Functional-Notional Approach places a strong
emphasis on the functional and communicative
aspects of language. It thus helps learners
develop their ability to use language effectively
and appropriately in different situations.

Promotes Learner Autonomy: The approach

encourages learners to take responsibility for
their own learning and set their own goals. This
promotes learner autonomy and self-directed
learning.

Fosters Cultural Awareness: The use of

authentic materials in the Functional-Notional
Approach exposes learners to different cultures
and ways of thinking, which fosters cultural
awareness and sensitivity.

Uses Real-Life Situations: Language is taught

in context, using real-life situations and
authentic materials, which makes learning more
engaging and meaningful for learners.

Emphasizes Communication Over Grammar:

The approach prioritizes communication over
grammar, which helps learners focus on using
language to achieve a specific goal, rather than
on memorizing grammar rules.

Disadvantages Of The Functional-

Notional Approach:

Lack of Focus on Grammar: The emphasis on

communication over grammar in the Functional-
Notional approach may lead to a lack of focus
on grammar. This may be problematic for some
learners who need a more structured approach
to grammar learning.

Difficulty in Assessing Learning: Assessing

learners’ progress in the Functional-Notional
Approach may be difficult, as the focus is on
functional and communicative competence,
rather than on discrete language skills.

Limited Applicability to Specific Language

Needs: The Functional-Notional Approach may
not be suitable for learners who have specific
language needs, such as those preparing for
academic or professional contexts that require
a more formal or technical use of language.

Lack of Emphasis on Writing Skills: The

emphasis on spoken communication in the
Functional-Notional approach may lead to a
lack of emphasis on writing skills, which may be
problematic for learners who need to develop
their written communication skills.

Dependency on Authentic Materials: The use

of authentic materials in the Functional-Notional
Approach may be limited by availability or
appropriateness, which may limit the
effectiveness of the approach for some
learners.

Conclusion

The Notional-Functional approach is a

communicative approach to language teaching
that emphasizes the practical applications of
language in real-life situations. It takes into
account the learner’s needs and encourages
learner autonomy. By focusing on functions and
notions rather than just grammatical structures,
the approach helps learners communicate
effectively in a second language.

References

Wilkins, D. A. (1976). the notional syllabuses.

Oxford, Oxford University Press.

FAQs:

What Is The
Notional-Functional Approach?

The Notional-Functional approach is a way

of teaching second languages that
organizes language teaching in terms of
functions and notions rather than
grammatical structures. It emphasizes the
practical applications of language in real-life
situations.

What Are Functions And

Notions In The
Notional-Functional Approach?

Functions refer to the reason we use

language within a given situation, while
notions refer to the topics and ideas that a
learner needs to handle.

What Are The Characteristics

Of The Notional-Functional
Approach?

The Notional-Functional approach is

characterized by needs analysis, emphasis
on functions and notions, teaching language
in context, using authentic materials,
emphasizing communication over grammar,
promoting learner autonomy, and fostering
cultural awareness.

What Is A Notional-Functional
Syllabus?
 A notional-functional syllabus is a syllabus
organized according to notions and
functions instead of grammatical structures.
It is a foundation for the Notional-Functional
approach.

What Are Exponents?

Exponents are the language items

(expressions) used to express a language
function.

Related

The Communicative EFL And ESL Glossary

Language Teaching: A for Teachers
Guide to The
Communicative
Approach

Discover The Difference

Between Approach,
Method, Procedure,
And Technique

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