Functional Syllabuses

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):
ü seeking information

ü Interrupting

ü changing a topic

ü saying good-bye

ü giving information

ü introducing someone

ü 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 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
J Increasing the usefulness of language instruction
This kind of syllabus can help students develop their overall ability
to function in a new language

J 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)
J They reflect a more comprehensive view of language than
grammar syllabuses
J They can link to other types of syllabus contents (topic, grammar)
J They provide a convenient framework for the design of teaching
materials
Negative Characteristics of Functional Syllabuses
L 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.
L No clear criteria for selecting or grading functions
L Represent a simplistic view of communicative competence and fail
to address the processes of communication
Negative Characteristics of Functional Syllabuses (cont’d)
L Represent an atomistic approach to language
L Lead to a phrase-book approach to teaching that concentrates on
teaching expression
L Students have considerable gaps in their grammatical
competence
Example of Functional Syllabus