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The argument for choosing a notional-functional syllabus

Suitable and unsuitable situations

English teaching in Japan: Two scenarios

Mixed situations

Notional-functional syllabus delivered through a communicative teaching approach would be suitable for and beneficial to the learners. In contrast, notional-functional syllabus, often administered with communicative techniques, would be unsuitable or possibly even harmful to the learners’ development of language.

A situation comprised of such mixed variables would be a private ESL school (conducive to the notional-functional syllabus) in England (conducive) with large classes (unconducive) of beginners (unconducive) from all over the world (conducive). The teacher would have to evaluate whether, on balance, a notional-functional syllabus promote the acquisition of the language or take another one.

In the former situation, the commercial appeal of the syllabus is very important. In the latter, the lack of opportunities to use English is more significant. The efectiveness of notional-functional syllabus mostly depends on the context, age, level, situations, gender, locality and so on.

Conclusion

There are clear benefits associated with the notional-functional syllabus coupled with a communicative teaching approach. However, there are plenty of criticisms against it because of the content and the used way to teach.