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Since the mid-70s, the functional syllabus has been the alternative
to the formal syllabus. The functional syllabus is a propositional plan of
language knowledge and capabilities based upon a distinctive view of the
nature of content for language pedagogy.
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Q. Some theoretical roots of communicative approach to language
teaching
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5. addresses the learners capacity to be correct in the interpretation and
production of the linguistic exponents.
Note the functional syllabus shares with the formal syllabus a skill-
oriented view of learner capabilities. proficiency is identified with the
accurate and appropriate use of the four skills the process of developing a
repertoire of functions is similarly identified with a sequential
development of from receptive to productive skills.
1. identifies the main types of language purpose in sets and subsets with
a range of superordinate functions containing their own subordinate
functions.
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4. the learner is assumed to acquire certain key functions and their
common linguistic exponents as a kind of Foundation of uses of
language.
E.g. Greeting: the learner begins with the common forms such as : hello,
hi, etc., and later build up a more comprehensive repertoire of greeting
types.
2. formal and functional syllabus assume that learners can and will be
meta communicative during the learning process by depending on the
cognitive acceptance of these ways of imposing order upon a new
language.
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3. functional syllabus is a particular propositional representation of
language knowledge motivated by sociolinguistic perspectives on
language, whereas formal syllables addresses the pedagogic priority of
offering learners a semantic and interpersonal framework within which
language code or text may be located.