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Teaching Language Functions & Notions

Teaching Language Functions & Notions. Desmond Thomas, University of Essex. Task 1: Language Functions for Discussion. What is the aim of this teaching material? What kind of knowledge or skills is it trying to teach? Would you use this kind of material in class? Why/why not?

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Teaching Language Functions & Notions

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  1. Teaching Language Functions & Notions Desmond Thomas, University of Essex

  2. Task 1: Language Functions for Discussion • What is the aim of this teaching material? • What kind of knowledge or skills is it trying to teach? • Would you use this kind of material in class? Why/why not? Source: School of Oriental & African Studies 2008

  3. Function vs notion vs topic vs situation • Functions: suggesting, advising, apologizing, agreeing, requesting, offering, refusing • Notions: direction, countability, time, ability, degree, purpose • Topics: work, travelling, holidays etc. • Situations: at the bank, at the airport (See also Ur 1996: 92)

  4. References • Ur, P. 1996, A Course in Language Teaching, CUP • Van Ek, J. 1975, Systems Development in Adult Language Learning: the Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults, Council of Europe • Van Ek, J. & Trim, J. 1990, Threshold 1990, Council of Europe • Wilkins, D. 1976, Notional Syllabuses, Oxford

  5. From grammar-translation to CLT • In the 1970s, a functional-notional framework to syllabus design largely replaced the ‘grammatical syllabus’. This led to innovations such as the Council of Europe Threshold Level and the advent of communicative syllabus design http://www.coe.int/t/dg4/linguistic/dnr_EN.asp • From the 1980s onwards, a more pragmatic approach was adopted with functions and notions being just one element of CLT

  6. Teaching functions & notions 1 • Idea of a ‘holistic’ view of how language should be presented to learners (Ur 1996) • Meaningful ‘chunks’ of language rather than decontextualized items: importance of teaching in context • Learning ‘formulaic expressions’ by heart also has its place – but in use moderation

  7. Teaching functions & notions 2: roleplay • Presentation: usually inductive • Controlled practice: customers with shopping lists and shop assistants (Can I help you …?) • Guided practice: ordering a meal in a restaurant and then complaining • Free ‘conversation’ practice: improvised dialogues at the bank, at the doctor’s etc.

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