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…

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)

The relationship between syllabus content and language teaching methodology is critically examined, and it is argued that many proposals that purport to relate to syllabus design are relevant to methodology only and are actually unrealizable in terms of syllabus and content. (Author/CB)

A consensus has emerged on many issues in communicative language teaching, but one question that needs attention is the question of what ought to constitute the appropriate starting point in the design and implementation of a second language program. Two positions to consider are the following: first, the development of communicative methodology,…

A guide to the development of Spanish-language curricula for Spanish-speaking secondary students is intended to help teachers and administrators design programs building on students' existing language strengths. The recommended instructional approach is functional-notional, and local districts are encouraged to use it to adapt their textbooks and…

Excerpts from a discussion session involving six panelists and 150 teachers of English in non-English-speaking countries range from the revolution in the communicative approach to the extent to which the mother tongue is taken into account, translation, grammatical correctness, teaching large classes, and textbook development. (MSE)

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…

Two guides are presented to assist in organization of a thematic approach to instruction in French and Spanish that is helpful in integrating language and culture. Each booklet contains the following elements: (1) a general introduction to the factors that must be present in the teaching situation for real communication to take place, and to…

This paper discusses the selection and ordering of language items, one of the central issues in foreign language teaching. Three approaches to sequencing are considered: the communicative competence, the linguistic stem, and the notional approaches. (CFM)

Looks at the pedagogical aspects of the communicative approach, especially as it relates to syllabus design and authentic materials. Suggests that language teaching should integrate semantic and formal syllabi and combine authentic with specially written teaching materials. Argues that the communicative approach ignores the importance of the…

A language learning model based on cognitive developmental stages is proposed, and types of ESL learning activities corresponding to the model's levels are identified. Guidelines are proposed for developing an ESL curriculum congruent with the regular elementary school curriculum, and a process for setting up a program scope and sequence is…

Needs assessment, identification of objectives, training and evaluation procedures of a Competency Based Education (CBE) system and minimum competencies are discussed. These are applied to second language instruction utilizing the Council of Europe's "Threshold Level" core from which statements may be developed and applied in a CBE learning…

This training manual and program guide for staff focuses on planning and designing a notional-functional curriculum for English as a Second Language program. Chapter 1 explains a notional-functional curriculum that is designed around instructional objectives developed upon interrelationships between language functions and notions. The focus of…

Examines theoretical and practical deficiencies in how curricular objectives are selected for functional, competency based approaches to English as a second language instruction. Issues are illustrated through an analysis of the functional curricula of the United States Refugee Processing Centers. (Author/CB)

This article discusses the value of the notional-functional approach to language teaching and considers some sociolinguistic, psycholinguistic, and linguistic features of the notional-functional syllabus. (CFM)