This paper proposes a matrix of notional categories for classifying grammatical structures. The use of the matrix is illustrated through question forms. Communicative competence in a language presupposes mastery of the grammatical system of that language. Therefore, in adopting a communicatively appropriate syllabus, containing varieties of…

Both the theoretical basis of functional-notionalism and its practical classroom applications are discussed in this text. The major characteristic of the functional-notional approach to language teaching is a sensitivity to the individual needs of students. Based on the idea that the ability to use real, appropriate language to communicate with…

The authors stress the importance of using a "science-oriented" syllabus when teaching a second language for specific purposes and identify the linguistic concepts which must be incorporated into such a syllabus. They discuss their experience in teaching Italian for specific Purposes at the National University in Somalia. (CFM)

Discusses a questionnaire administered to beginning Spanish students at Iowa State University, designed to identify and set priorities for student-perceived communication needs. Compares the results with a similar survey of beginning French students at Purdue. (EKN)

Discusses issues in functional approaches to language teaching and describes two experiments on the social factors involved in the language functions of requesting, thanking, greeting, and taking leave. Considers what the data from the experiments mean for second-language learning and teaching in terms of syllabus design and teaching techniques.…

An experiment in teaching French in Sweden was based on a version of a Council of Europe proposal for a core language curriculum consisting of basic needs for language functions, notions, topics, vocabulary, and grammar. The model targets a variety of learning and age levels, but the Swedish program concerned secondary level teaching of French as…

Compares priorities of language functions (1) between community college and university studnets; (2) between students enrolled in traditional language courses and those in conversational language courses; and (3) among students in first-term French, German, and Spanish at a community college. Results are presented in six tables. (Author/LMO)

Briefly describes a four-semester Spanish language program focused on developing listening skills, and explains, in detail, the design of the final listening examination. The listening comprehension levels developed by 196 students in this program are evaluated. A sample student test and sample of level and complexity of language heard are…

Seven basic models for teaching languages for special purposes (LSP) are outlined: (1) language-levels; (2) skills; (3) rhetorical functions; (4) notions/concepts; (5) situations; (6) topics; and (7) tasks. These models are examined through analysis of the texts (textbooks, research documents, and others) used to teach LSP courses. Examples of…

Describes a methodology for discovering how the communicative notion of temporal frequency is expressed in academic English. Almost 300 different linguistic devices are identified and described, along with the number of times they each occur in two large corpora of written academic English. (Author/LMO)

Describes an overview of language research and courses in British institutions of higher learning. Information is provided on the view of language held there, the development of the functional/notional approach, demands on the language teaching profession resulting from the Council of Europe proposals, and immigration into Britain. (Author/AMH)

A Russian Function Catalog and Instructor and Advisor Rolebooks for Russian are presented. The catalog and rolebooks are part of the communication/language objectives-based system (C/LOBS), which supports the front-end analysis efforts of the Defense Language Institute Foreign Language Center. The C/LOBS projects, which is described in 13 volumes…

The job position of military advisory and assistance group (MAAG) officer for the Air Force as performed in Iberian Spanish is described in terms of terminal skill objectives (TSOs) and enabling objectives (EOs). This analysis is part of the communication/language objectives-based system (C/LOBS), which supports the front-end analysis efforts of…

This Iberian Spanish Function Catalog presents sentences, phrases, and patterns organized by language functions and functional categories. This catalog is part of the communication/language objectives-based system (C/LOBS), which supports the front-end analysis efforts of the Defense Language Institute Foreign Language Center. The C/LOBS project,…

The job position of infantryman of special forces as performed in Russian is described in terms of terminal skill objectives (TSOs) and enabling objectives (EOs). This analysis is part of the communication/language objectives-based system (C/LOBS), which supports the front-end analysis efforts of the Defense Language Institute Foreign Language…