1. 2.1.2 Functional Language Teaching
OBJECTIVES
You will understand:
1. The background and history of functional language teaching as a method of language instruction
2. Advantages and disadvantages of functional language teaching
You will be able to:
1. Identify and evaluate functions and their corresponding activities in an integrated textbook
2. Plan a beginner lesson using the functional language teaching method

2. 2.1.2.Functional Language Teaching
What is Functional Language Teaching, or Functional-notional Language Teaching?
The focus of the language instruction is about communicating meaning through a function and how that meaning is communicated.
The success of language instruction can be easily evaluated: at the end of the instruction, the students can either perform the language functions or they can’t. This is a guiding principle of functional language teaching.
*Note that a function is the purpose for which language is used.

3. 2.1.2.Functional Language Teaching
The Background Story
How did this approach come to be a formal teaching methodology?
In 1972, the British linguist D.A. Wilkins encouraged a move away from using vocabulary and language structures as the basis for language instruction, (as was seen in previous, “structural” approaches). He suggested looking instead at the meanings students might want to communicate in particular situations - a ‘notional’ approach.
Meanings were then put together with a list of all language functions students need to learn, forming a basis for instruction. This was called a ‘functional-notional approach’, or ‘functional language teaching.”

4. 2.1.2.Functional Language Teaching
More Background
Michael Halliday realized that the endless list of language functions was overwhelming for both language instructors and students.
He therefore created seven categories of language functions: instrumental functions, regulatory functions, representational functions, interactional functions, personal functions, heuristic functions and imaginative functions.

5. 2.1.2.Functional Language Teaching
The Workings of the Method
Krashen and Terrell (1983) point out that language functions are used or activated within certain situations, (notions) and when communicating about specific topics. It is therefore the teacher’s job in functional language teaching to set up situations or introduce topics in which students must use the language functions being presented.
If the topic being learned is family and relatives for instance, the situation may be visiting relatives.
*What language functions could be used with this topic?

6. 2.1.2.Functional Language Teaching
Advantages of Functional Language Teaching
• Language is presented in manageable ‘chunks’ pertaining to particular functions, so it can easily be learned, retained and used.
• Students are prepared to deal with basic situations and can therefore effectively use the language they have learned in real life situations.
• Students feel like they are learning something because they feel fluent and competent in the functions they have learned.
• It provides an efficient means to interact with others about topics students choose themselves, therefore making communication authentic.
• It is practical and can be put to use right away in a real context.
• Because it can be applied to real contexts, the learning of functional language is highly motivating for students.
• Successful functional language teaching can focus students on appropriacy of language use, as well as accuracy and fluency of language use.

7. 2.1.2.Functional Language Teaching
Disadvantages of Functional Language Teaching
• It is difficult to determine the order in which to teach functions: what language are students most in need of, and in what sequence?
• Students are often required to use language structures with which they are not familiar in order to learn the functional language. This may lead to memorization rather than a full understanding of a structure’s form and use.
• Sometimes the selection of language structures presented appears arbitrary, resulting in possible frustration for logical, linear learners.
• Functional language teaching may have shortcomings for advanced students. How can this method meet the particular needs of a more developed student?

8. 2.1.2.Functional Language Teaching
Complete Task Journal Question 1 in class.
Task Journal Question 2 can be submitted via to (preferred) or printed and handed in.