Functional Syllabuses Ahmad FaizJulien Arief WicaksonoVeri Hardinansyah Dja’farWirentake

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 … (cont’d)

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 … (cont’d)

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 … (cont’d)

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 … (cont’d)

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 … (cont’d)

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 … (cont’d)seeking information

interrupting

changing a topic

saying good-bye

giving information

introducing someone

greeting people

greeting people

introducing someone

seeking information

giving information

interrupting

changing a topic

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 (cont’d)

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 (cont’d)

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