Functional Syllabuses

ANGGA ANUGERAH
NATALIA MONA MONIKA
RENI AYU OKTARI

A functional syllabus is
A syllabus in which the content of the language teaching is a collection of
the functions that are performed when language is used (Krahnke,
1987:16).
Functional syllabus is organized around communicative functions, such
as identifying, reporting, correcting, describing, and so forth (Brown,
1995:10).

A functional syllabus is (contd)

The chief emphasis of this syllabus is upon the communicative purpose
of language i.e. functions.
In other words, the content of the language teaching is a number of the
functions that are performed on using the language.
Functions can be exemplified by instances such as inviting, requesting,
agreeing, apologizing.

A functional syllabus is (contd)

A function is some kind of communicative act: it is the use of language to
achieve a purpose, usually involving interaction at least between two
people. Examples would be inviting, requesting, agreeing, apologizing.
Inviting may include phrases like Would you like to.? I suggest.,
How about? Please

A functional syllabus is (contd)

Examples of language functions (Brown, 1995:10):
seeking information
Interrupting
changing a topic
saying good-bye
giving information
introducing someone
greeting people, and the like

A functional syllabus is (contd)

Another select functions on the basis of their perceived usefulness to the
students and then sequence them on the basis of some idea of
chronology, frequency, or hierarchy of usefulness of the functions.

A functional syllabus is (contd)

For instance, here is the rearrangement of the examples of language
functions in the previous slide based on the idea of chronology:

A functional syllabus is (contd)

seeking information

greeting people

interrupting

introducing someone

changing a topic

seeking information

saying good-bye

giving information

giving information

interrupting

introducing someone

changing a topic

greeting people

saying good-bye

Positive Characteristics of Functional Syllabuses

Increasing the usefulness of language instruction

This kind of syllabus can help students develop their overall ability to
function in a new language
Including information about language use that Structural Syllabuses do

not have
Students will have more experience with, and knowledge about, which
linguistics forms do what in the new language, and they will have had
exposure to at least some real or simulated interaction in the language.

Positive Characteristics of Functional Syllabuses (contd)

They reflect a more comprehensive view of language than grammar

syllabuses
They can link to other types of syllabus contents (topic, grammar)
They provide a convenient framework for the design of teaching
materials

Negative Characteristics of Functional

Syllabuses
Simple series of isolated form-function pairings will do little to develop

interactional and communicative ability because these isolated

functions are not synthesized into discourse.
No clear criteria for selecting or grading functions
Represent a simplistic view of communicative competence and fail to
address the processes of communication

Negative Characteristics of Functional Syllabuses

(contd)
Represent an atomistic approach to language
Lead to a phrase-book approach to teaching that concentrates on

teaching expression
Students have considerable gaps in their grammatical competence

Example of Functional Syllabus