Functional-Notional Approach

INTRODUCTION
 The Notional-Functional approach is a method of teaching second
languages that focuses on the communicative meanings of words and
expressions rather than just grammatical structures.

The approach organizes language teaching in terms of functions and

notions rather than grammatical structures, with a strong emphasis on
real-life situations where language is used.

This approach takes into account real-life situations in which people

use language. It also emphasizes the ability to communicate
effectively in those situations.
FUNCTIONS
- refer to the reason we use
language within a given
situation. A function is a
communication act that
achieves a purpose such as
inviting, complaining,
suggesting, complementing,
offering, etc.
 NOTIONS

- are elements of meaning that can be conveyed using

various parts of speech, such as nouns, pronouns, verbs,
prepositions, conjunctions, adjectives, or adverbs.
 Exponents
An exponent is the language item (the expression) used to
express a language function. A function may be expressed
through different exponents:

Function Exponent

Please, come to the party!

Inviting informallly I would love it if you come!
Join us if you can!

I wonder if you could possibly come to the party.

Inviting Formally I cordially invite you to lunch at my house.
It would be my pleasure if you would join us at the party.
 Situation
• The situation refers to the context
where a certain function is used.
This may affect the formality or
informality of the language used to
communicate. For example, greeting
friends, strangers, or teachers may
require different greeting exponents.

• Friend: Hi, Jane. (Informal)

Student: Good morning Mrs.
Jackson. (formal)
 Characteristics Of The Notional-Functional Approach

The Functional-Notional Approach is characterized by several

key features, including:

1. Needs analysis: Teaching is based on an initial learners’

needs analysis.

2. Emphasis on Functions and Notions: The approach places

a strong emphasis on the functions or purposes of language.
 Characteristics Of The Notional-
Functional Approach
3. Teaching Language in Context: Language is taught in context,
using authentic materials and real-life situations.

4. Using Authentic Materials: Authentic materials, such as

newspaper articles, advertisements, and videos, are used to expose
learners to the target language in authentic and meaningful contexts.

5. Emphasizing Communication Over Grammar: Communication is

emphasized over grammar, with a focus on using language to achieve
a specific goal. It is a shift away from the dry rules of grammar.
 Characteristics Of The Notional-
Functional Approach
6. Learner Autonomy: The approach promotes learner autonomy.
Learners are encouraged to set goals. They take responsibility for
their learning.

7. Cultural Awareness: The approach fosters cultural awareness, as

learners are exposed to different cultures and ways of thinking
through authentic materials.

8. Assessing communication: Assessment is based on the ability to

appropriately communicate.
 Functional Notional Approach Activities

Here are some examples of activities that can be used in the Functional-Notional
Approach:

• Role-Play Activities: Role-play activities provide learners with the opportunity to

practice using language in real-life situations. For example, learners can act out a
dialogue in which they make a hotel reservation or order food in a restaurant.
 Activity: Job Interview Role Play

Objective: To practice language functions related to job interviews, such as

introducing oneself, answering interview questions, and asking for clarification.

During the role play, encourage the interviewees to:

• Introduce themselves and provide a brief overview of their qualifications and
experiences.
• Answer interview questions confidently and provide examples to support their
responses.
• Ask for clarification if they do not understand a question or need more
information.
• Express interest in the position and ask relevant questions about the company or
job role.
 Functional Notional Approach Activities

• Information-Gap Activities: Information-gap activities require learners to

exchange information in order to complete a task, such as filling out a form or
planning a trip. This type of activity helps learners develop their ability to
communicate clearly and effectively.
 Activity: Restaurant Ordering Task
Objective: To practice speaking and listening skills in a restaurant setting, including ordering
food, asking questions, and clarifying information.

1.Divide the class into pairs, with each pair consisting of a "server" and a "customer."
2.Give each "server" a menu with food items and prices, while the "customers" receive a
menu with the names of dishes but no prices.
3.Explain to the students that the "customers" need to order a meal from the menu, but they
don't know the prices, while the "servers" need to take the orders and provide the prices
accordingly.
4.Encourage the "customers" to ask questions about the dishes, such as ingredients, portion
sizes, or preparation methods, to help them make informed choices.
5.The "servers" should listen to the orders carefully and provide the missing information
about prices when taking the orders.
6.After the orders are placed, have the students switch roles so that each student has the
opportunity to be both a "server" and a "customer."
Functional Notional Approach Activities

• Problem-Solving Activities: Problem-solving activities require learners to work

together to solve a problem or complete a task, such as building a structure with limited
materials or planning a budget. This type of activity helps learners develop their ability
to collaborate and negotiate in English.
 Activity: Planning a Trip Using Public Transportation

Objective: To practice language functions related to giving directions, asking for

information, and problem-solving in the context of planning a trip using public
transportation.

Give each group a set of tasks to complete using language functions related to trip
planning and problem-solving. For example:
• Decide on the destination and research the public transportation options available.
• Plan the route, including which buses, trains, or subways to take and where to
transfer.
• Determine the departure and arrival times, as well as any potential delays or
schedule changes.
• Calculate the total cost of transportation tickets and any discounts available for
group travel.
Functional Notional Approach Activities

• Discussion Activities: Discussion activities provide learners

with the opportunity to share their opinions and ideas on a variety
of topics, such as current events or cultural differences. This type
of activity helps learners develop their ability to express
themselves clearly and effectively in English.
 Activity: Ethical Dilemmas Discussion
Objective: To practice language functions related to expressing opinions,
agreeing and disagreeing, and justifying arguments in the context of ethical
dilemmas.

Facilitate the discussion by providing language prompts and guiding questions

to help students articulate their thoughts and engage in meaningful dialogue. For
example:

• "What are the different perspectives on this issue?"

• "Can you think of any real-life examples related to this dilemma?"
• "How do cultural or societal norms influence our ethical decision-making?"
 Functional Notional Approach Activities

• Project-Based Learning
Activities: Project-based
learning activities involve
learners in a longer-term
project, such as creating a
podcast or organizing a charity
event. This type of activity
helps learners develop their
ability to plan, research, and
present information in English.
Activity: Community Problem-Solving Project
Objective: To practice language functions related to problem-solving, collaboration, and
communication while addressing real-life community issues.
guide students through the following project stages:
a. Research and Analysis: Encourage students to research their chosen issue, gather
relevant data and information, and analyze its causes, impacts, and potential solutions.
b. Action Plan: Have students develop an action plan outlining specific goals,
objectives, and strategies for addressing the community issue. This could include
organizing events, raising awareness, advocating for policy change, or implementing
local initiatives.
c. Implementation: Support students as they implement their action plan, collaborating
with community members, organizations, and stakeholders to effect positive change.
d. Reflection and Evaluation: Encourage students to reflect on their project experience,
evaluate the effectiveness of their strategies, and identify lessons learned and areas for
improvement.
Functional Notional Approach Activities

• Listening and Speaking Activities: Listening and speaking

activities can involve listening to and responding to a variety of
English language materials, such as podcasts, news
broadcasts, and interviews. These activities help learners
develop their ability to understand and communicate in English.
 Activity: Role-Play Telephone Conversations
Objective: To practice language functions related to making and receiving phone
calls, taking messages, and conveying information accurately over the phone.

1.Instruct the "callers" to prepare a script or outline of what they want to say
during the phone call, including relevant information and language functions
(e.g., introducing themselves, stating the purpose of the call, asking questions,
confirming details).
2.Provide the "receivers" with a corresponding scenario or role for receiving the
phone call. They should be prepared to respond appropriately to the caller's
inquiries, take messages if necessary, and provide relevant information or
assistance.
 Activity: Making Travel Plans
Objective: To practice language functions related to making travel plans, such as expressing preferences, asking for
information, and making arrangements.
Instructions:
1. Divide the students into pairs or small groups.
2. Provide each group with a scenario: "You and your partner are planning a weekend trip to a nearby city."
3. Give the students a set of tasks to complete using language functions related to travel planning. For example:
1. Express your preferences for transportation (e.g., "I prefer to travel by train.")
2. Discuss accommodation options (e.g., "Do you think we should stay in a hotel or try Airbnb?")
3. Decide on sightseeing activities (e.g., "I really want to visit the museum. What do you think?")
4. Make arrangements for transportation and accommodation (e.g., "Let's book our train tickets for Saturday morning.")
4. Encourage the students to use appropriate language structures and expressions for each task, such as modal verbs (can,
could, would), question forms, and polite requests.
5. Allow time for the groups to discuss and plan their weekend trip. Circulate among the groups to provide support, answer
questions, and monitor language use.
6. After the planning phase, ask each group to present their travel itinerary to the class. Encourage students to share their
decisions, reasons for choices, and any challenges they encountered during the planning process.
7. Facilitate a class discussion about the different travel plans presented. Encourage students to compare and contrast their
itineraries, discuss similarities and differences, and provide feedback to their peers.
 Activity: Job Interview Role Play

Objective: To practice language functions related to job interviews, such as introducing oneself, answering interview questions,
and asking for clarification.
Instructions:
1. Divide the students into pairs, with one student assigned as the interviewer and the other as the interviewee.
2. Provide each pair with a set of job interview scenarios or roles, such as "interviewing for a customer service representative position" or
"applying for a marketing assistant role."
3. Encourage students to prepare for the role play by brainstorming common interview questions and appropriate responses based on the
job they are applying for.
4. Set up a mock interview environment in the classroom, with chairs arranged as if in an interview room and the interviewer and
interviewee facing each other.
5. Instruct the interviewers to ask questions relevant to the job position and evaluate the interviewees' responses based on language
accuracy, fluency, and appropriateness.
6. During the role play, encourage the interviewees to:
1. Introduce themselves and provide a brief overview of their qualifications and experiences.
2. Answer interview questions confidently and provide examples to support their responses.
3. Ask for clarification if they do not understand a question or need more information.
4. Express interest in the position and ask relevant questions about the company or job role.
7. After each role play session, facilitate feedback and reflection by asking both the interviewers and interviewees to share their
observations, strengths, and areas for improvement.
8. Rotate roles so that each student has the opportunity to be both the interviewer and interviewee in different scenarios.