Understanding the Notional-Functional Approach in Language Learning

Introduction

The Notional-Functional approach is a method of teaching second languages that focuses on the communicative meanings of words and expressions rather than just grammatical structures. It was introduced by D.A. Wilkins in 1972, as a response to the need for more effective language teaching methods.

The approach organizes language teaching in terms of functions and notions rather than grammatical structures, with a strong emphasis on real-life situations where language is used.

In this article, we will discuss the history, definition, and key characteristics of the Notional-Functional approach.

History of the Notional-Functional Approach

While Europeans in the late 1960s started to realize the significance of communication, the methods used at the time weren’t meeting this need.

In 1972, the British linguist, D.A. Wilkins, came up with a groundbreaking idea. He suggested that instead of relying on traditional concepts like grammar and vocabulary, language learners should focus on understanding the communicative meanings behind words.

By doing so, learners could better express themselves and understand others more effectively. Wilkins published a document outlining his proposal, which was a big departure from the status quo of language teaching at the time.

In response, the Council of Europe came up with the Notional-Functional approach to teaching second languages, as a way to address this issue and provide effective techniques for learning.

What is the Notional-Functional approach?

The Notional-Functional approach, which is part of the communicative approach trend, refers to a way of teaching that organizes language teaching in terms of functions (i.e., purposes for which people communicate either in spoken or written forms) and notions (i.e. the topics and ideas that a learner needs to handle) rather than in terms of grammatical structures.

The content of learning is derived from initially analyzing the learner’s need to communicate in real situations. Language skills are classified based on what people want to accomplish with the language (functions) and what kind of meanings they want to express (notions)
The focus is thus on the practical applications of the language. It is a shift away from teaching theoretical rules.

This approach takes into account real-life situations in which people use language. It also emphasizes the ability to communicate effectively in those situations.

Let us define some key concepts before proceeding.

Functions:

Functions refer to the reason we use language within a given situation. A function is a communication act that achieves a purpose such as inviting, complaining, suggesting, complementing, offering, etc.

Notions:

Notions are elements of meaning that can be conveyed using various parts of speech, such as nouns, pronouns, verbs, prepositions, conjunctions, adjectives, or adverbs.

In simpler terms, a notion is a concept or an idea that can be either specific or general. For instance:

• words like “car” or “desk” represent specific notions or vocabulary
• Concepts such as “time,” “size,” “emotion,” and “movement” are more general notions.

Moreover, a notion can also refer to a specific point in time, like the past. This can include past tenses:

• Phrases such as “last year,” “in 2007,” and “a week ago,”
• Statements using temporal clauses starting with “when,” “before,” “after,” and so on.

Exponents

An exponent is the language item (the expression) used to express a language function. A function may be expressed through different exponents:

Function	Exponent
Inviting informallly	Please, come to the party! I would love it if you come! Join us if you can!
Inviting Formally	I wonder if you could possibly come to the party. I cordially invite you to lunch at my house. It would be my pleasure if you would join us at the party.

Situation

The situation refers to the context where a certain function is used. This may affect the formality or informality of the language used to communicate. For example, greeting friends, strangers, or teachers may require different greeting exponents.

Friend: Hi, Jane. (Informal)
Student: Good morning Mrs. Jackson. (formal)

Notional-functional syllabus:

A notional-functional syllabus is a syllabus organized according to notions and functions instead of grammatical structures.

In his paper “Notional Syllabuses: Theory into Practice”, David Wilkins discussed the theory and practice of the Notional-Functional approach:

“Basically, a notional syllabus aims to organize language teaching in terms of the purposes of communication. Its foundation is a system of notional categories and the determination of forms of language appropriate for the expression of the purposes of communication.”

David Wilkins 1976

Towards the end of the 1970s, new kinds of course books appeared that were based on functional syllabuses.

These books were organized according to different language functions, like offering or making requests, and the specific words and phrases (exponents) needed to express those functions.

For example, a beginner’s course might start with the function of introducing oneself, offering or making requests. It would cover common exponents like “Would you like…?” and “Could you…?”. These concepts are typically practiced through communicative exercises like role-playing, pair work, and group work.

This approach is quite different from traditional grammatical syllabuses. In a grammatical syllabus, more complex structures like those using the word “would” might be saved for later stages, while in a functional syllabus, “would” or “could” may appear quite early on because of their importance in common exponents like “Would you like…?”.

In this approach, it’s not considered crucial to apply a specific grammatical category or name to each structure, as the focus is on teaching students to communicate effectively in real-world situations.

Characteristics of the notional-functional approach

The Functional-Notional Approach is characterized by several key features, including:

• Needs analysis: Teaching is based on an initial learners’ needs analysis.
• Emphasis on Functions and Notions: The approach places a strong emphasis on the functions or purposes of language. Examples include making requests, giving advice, or expressing opinions. A focus on the notions or concepts that underlie them, such as time, space, and relationships is also emphasized.
• Teaching Language in Context: Language is taught in context, using authentic materials and real-life situations. Examples include ordering food in a restaurant, buying tickets at a train station, or making a phone call.
• Using Authentic Materials: Authentic materials, such as newspaper articles, advertisements, and videos, are used to expose learners to the target language in authentic and meaningful contexts.
• Emphasizing Communication Over Grammar: Communication is emphasized over grammar, with a focus on using language to achieve a specific goal. It is a shift away from the dry rules of grammar.
• Learner Autonomy: The approach promotes learner autonomy. Learners are encouraged to set goals. They take responsibility for their learning.
• Cultural Awareness: The approach fosters cultural awareness, as learners are exposed to different cultures and ways of thinking through authentic materials.
• Assessing communication: Assessment is based on the ability to appropriately communicate.

Functional notional approach activities

Here are some examples of activities that can be used in the Functional-Notional Approach:

• Role-Play Activities: Role-play activities provide learners with the opportunity to practice using language in real-life situations. For example, learners can act out a dialogue in which they make a hotel reservation or order food in a restaurant.
• Information-Gap Activities: Information-gap activities require learners to exchange information in order to complete a task, such as filling out a form or planning a trip. This type of activity helps learners develop their ability to communicate clearly and effectively.
• Problem-Solving Activities: Problem-solving activities require learners to work together to solve a problem or complete a task, such as building a structure with limited materials or planning a budget. This type of activity helps learners develop their ability to collaborate and negotiate in English.
• Discussion Activities: Discussion activities provide learners with the opportunity to share their opinions and ideas on a variety of topics, such as current events or cultural differences. This type of activity helps learners develop their ability to express themselves clearly and effectively in English.
• Project-Based Learning Activities: Project-based learning activities involve learners in a longer-term project, such as creating a podcast or organizing a charity event. This type of activity helps learners develop their ability to plan, research, and present information in English.
• Listening and Speaking Activities: Listening and speaking activities can involve listening to and responding to a variety of English language materials, such as podcasts, news broadcasts, and interviews. These activities help learners develop their ability to understand and communicate in English.

Advantages and Disadvantages of the Functional-Notional Approach

Advantages of the Functional-Notional Approach:

• Develops Communicative Competence: The Functional-Notional Approach places a strong emphasis on the functional and communicative aspects of language. It thus helps learners develop their ability to use language effectively and appropriately in different situations.
• Promotes Learner Autonomy: The approach encourages learners to take responsibility for their own learning and set their own goals. This promotes learner autonomy and self-directed learning.
• Fosters Cultural Awareness: The use of authentic materials in the Functional-Notional Approach exposes learners to different cultures and ways of thinking, which fosters cultural awareness and sensitivity.
• Uses Real-Life Situations: Language is taught in context, using real-life situations and authentic materials, which makes learning more engaging and meaningful for learners.
• Emphasizes Communication Over Grammar: The approach prioritizes communication over grammar, which helps learners focus on using language to achieve a specific goal, rather than on memorizing grammar rules.

Disadvantages of the Functional-Notional Approach:

• Lack of Focus on Grammar: The emphasis on communication over grammar in the Functional-Notional approach may lead to a lack of focus on grammar. This may be problematic for some learners who need a more structured approach to grammar learning.
• Difficulty in Assessing Learning: Assessing learners’ progress in the Functional-Notional Approach may be difficult, as the focus is on functional and communicative competence, rather than on discrete language skills.
• Limited Applicability to Specific Language Needs: The Functional-Notional Approach may not be suitable for learners who have specific language needs, such as those preparing for academic or professional contexts that require a more formal or technical use of language.
• Lack of Emphasis on Writing Skills: The emphasis on spoken communication in the Functional-Notional approach may lead to a lack of emphasis on writing skills, which may be problematic for learners who need to develop their written communication skills.
• Dependency on Authentic Materials: The use of authentic materials in the Functional-Notional Approach may be limited by availability or appropriateness, which may limit the effectiveness of the approach for some learners.

Conclusion

The Notional-Functional approach is a communicative approach to language teaching that emphasizes the practical applications of language in real-life situations. It takes into account the learner’s needs and encourages learner autonomy. By focusing on functions and notions rather than just grammatical structures, the approach helps learners communicate effectively in a second language.

References

Wilkins, D. A. (1976). the notional syllabuses. Oxford, Oxford University Press.

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