1. Teaching Language Functions & Notions
Desmond Thomas, University of Essex

2. Task 1: Language Functions for Discussion
What is the aim of this teaching material?
What kind of knowledge or skills is it trying to teach?
Would you use this kind of material in class? Why/why not?
Source: School of Oriental & African Studies 2008

3. Function vs notion vs topic vs situation
Functions: suggesting, advising, apologizing, agreeing, requesting, offering, refusing
Notions: direction, countability, time, ability, degree, purpose
Topics: work, travelling, holidays etc.
Situations: at the bank, at the airport
(See also Ur 1996: 92)

4. References Ur, P. 1996, A Course in Language Teaching, CUP
Van Ek, J. 1975, Systems Development in Adult Language Learning: the Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults, Council of Europe
Van Ek, J. & Trim, J. 1990, Threshold 1990, Council of Europe
Wilkins, D. 1976, Notional Syllabuses, Oxford

5. From grammar-translation to CLT
In the 1970s, a functional-notional framework to syllabus design largely replaced the ‘grammatical syllabus’. This led to innovations such as the Council of Europe Threshold Level and the advent of communicative syllabus design
From the 1980s onwards, a more pragmatic approach was adopted with functions and notions being just one element of CLT

6. Teaching functions & notions 1
Idea of a ‘holistic’ view of how language should be presented to learners (Ur 1996)
Meaningful ‘chunks’ of language rather than decontextualized items: importance of teaching in context
Learning ‘formulaic expressions’ by heart also has its place – but in use moderation

7. Teaching functions & notions 2: roleplay
Presentation: usually inductive
Controlled practice: customers with shopping lists and shop assistants (Can I help you …?)
Guided practice: ordering a meal in a restaurant and then complaining
Free ‘conversation’ practice: improvised dialogues at the bank, at the doctor’s etc.