FUNCTIONAL SYLLABUS

Functional Syllabus
History
“In 1972, the British linguist D.A. Wilkins published a document that proposed a radical shift away from using the traditional concepts of grammar and vocabulary to describe language to an analysis of the communicative meanings that learners would need in order to express themselves and to understand effectively.
Wilkins’ work was used by the Council of Europe in drawing up a communicative language syllabus, which specified the communicative functions a learner would need in order to communicate effectively at a given level of competence. At the end of the 1970s, the first course-books to be based on functional syllabuses began to appear. Typically, they would be organized on the basis of individual functions and the exponents needed to express these functions.”
Finocchiaro, M. & Brumfit, C. The Functional-Notional Approach. New York, NY: Oxford University Press. (1983). (Finocchiaro, 1983) http://www2.vobs.at/ludescher/grammar/functional.htm
Purposes
 Increasing the usefulness of language instruction.
 It helps students to develop their overall ability to function in a new language.
 Students will have more experience with and knowledge about, which linguistics forms do what in the new language, and they will have had exposure to at least some real or simulated interactions in the language.
What a functional syllabus means?
The chief emphasis of this syllabus is upon the communicative purpose of language functions.
The content of the language teaching is a number of the functions that are performed on using the language.
Functions can be exemplified by instances such as inviting, requesting, agreeing and apologizing.
How can the functional syllabus be used?
A function is some kind of communicative act. It is use in the language to achieve a purpose, usually involving interaction at least between two people.
“Inviting” may include phrases like. Would you like to…? Suggest …” How about…?. Please …”
Another selected functions on the basis of their perceived usefulness to the students and then sequence them on the basis of some idea of chronology, frequency or hierarchy of usefulness of the functions.
According to (Brown in 1995:10). He set some examples of language functions.
 Seeking information
 Interrupting
 Changing a topic
 Saying good bye
 Giving information
 Introducing someone
 Greeting people and the like
Also you can learn more about these “language functions” with this video.
Activities
In the use of this type of syllabus students are supposed to practice the speaking skill in order to improve their love for the language and to interact with others.
1. Students will work in pairs the teacher will give each student a role for them to develop a conversation about different situations. They will include in the dialogue tourist information, also likes and dislikes about places must be included. When finish the task students will performed in front of the classmates and the teacher.
2. Students will be asked to work in groups of three or four people. They will read an article about technology. A series of questions about the article must be answered the teacher asked students to discuss among them and give their opinions about the reading and how are they using technology nowadays.
3. The teacher asks the students to get in pairs. Student A asks question about personal information like for example, what’s your name? Where do u live? How old are you? And Student B is going to give the answers for example: I live in Guapiles, I am 13 years old.
4. The teacher introduces to the students the topic about occupations, then the teacher asks students to stand up and look for someone to interview inside the classroom, and ask about occupations for example: What do you do? What does your mother do?
5. The teacher asks students to write a short statement about a place they like trying to recommend it, for example: I like Guanacaste. It’s cheaper than Limon, there are lots of hotels. And the weathers more stable than in Limon. Then the students will have to present it in front of the classroom.
Roles in the classroom.
There are many advantages to this type of syllabus, as stated by Finocchiaro and Brumfit (1983:18-19). To define roles we found some guidance using a thesis named An ESL programme for preprimary children in Ikageng (Cronjé, 2001)
Teacher´s role:
 The teacher provides functions for students to get involve in the language.
 The teacher seek to ignite the students the need to speak to learn how to develop a specific situation or scenario ( called Functions: greeting, apologizing, suggesting )
 Teacher can exploit sound psycholinguistic, sociolinguistic, linguistic and educational principles.
 Teacher can develop spiral curriculum to be used to reintroduces grammatical, topical and cultural material.
 Teacher is allowed to develop flexible and modular courses.
 Teacher works an eclectic approach to integrate all possible activities useful features to be part of this approach.
 Teacher motivates students to work with the language.
 Teacher material is produced during the classes.
Student´s role:
 The student has great relevance on this syllabus. Students and their communicative purposes at the center of the curriculum (Nunan, 1988)
 The student deals with realistic situations.
 The student works more on receptive activities ( Listening/reading ) before more advance skills.
 The student needs a real “purpose” to talk about.
 The student´s communication will be motivating to express basic communicative functions.
 The student needs to interact with real people, pair work or in his writings.
What sources can we use?
Also based on (Cronjé, 2001) there are many sources teachers can use. He explains that “It does not insist upon mastery of any body of material when it is presented. A spiral, expandable curriculum is envisaged so that grammatical and topical or cultural materials can be studied in greater depth whenever relevant during the course.”
References
Cronjé, K. (2001). An ESL programme for preprimary children in Ikageng. Potchefstroom: Potchefstroom University for Christian Higher Education.
Finocchiaro, M. &. (1983). The Functional-Notional Approach. New York: Oxford University Press.
Nunan, D. (1988). Syllabus Design (Language Teaching, a Scheme for Teacher Education). China: Oxford University Press.

Syllabus Definition.

syllabus

NOUN

• 1An outline of the subjects in a course of study or teaching.

  ‘there isn't time to cover the syllabus’

  ‘the history syllabus’

According to: https://en.oxforddictionaries.com/definition/us/syllabus