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ERIC Number: ED136549
Record Type: Non-Journal
Publication Date: 1972-Aug
Pages: 13
Abstractor: N/A
Reference Count: N/A
Grammatical, Situational and Notional Syllabuses.
Wilkins, D.A.
Most textbooks for teaching foreign languages have as their basis a grammatical syllabus. The theory has been that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time. Recently critics have questioned this theory, arguing that the grammatical syllabus fails to provide the necessary conditions for the acquisition of communicative competence. An alternate approach which has been suggested is to construct a situational syllabus which would focus upon teaching what is most relevant to a particular group of learners. If teaching were based on particular types of situations, however, all of the learner's language needs would not be met. A possible solution is the creation of a semantic or notional syllabus which would consider the content of probable utterances and from this determine which forms of language would be most valuable to the learner. The notional categories would be organized into two sections, the first made up of six semantico-grammatical categories: (1) time; (2) quantity; (3) space; (4) matter; (5) case; and (6) deixis. The second set is made up of eight categories of communicative function: (7) modality; (8) moral evaluation and discipline; (9) suasion; (10) argument; (11) rational enquiry and exposition; (12) personal emotions; (13) emotional relations; and (14) interpersonal relations. This notional framework is intended to provide the means by which a certain minimum level of communicative ability in European languages can be set up. (CFM)
Julius Gross Verlag, POB 102423, D-6900 Heidelberg 1, Germany (DM 55, 1972 AILA Proceedings)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Council of Europe, Strasbourg (France).
Authoring Institution: N/A