Grammatical, Situational and Notional Syllabuses [microform] / D. A. Wilkins
- Bib ID:
- 5315257
- Format:
- Book and Microform
- Author:
- Wilkins, D. A
- Online Version:
- https://eric.ed.gov/?id=ED136549
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972
- 13 p.
- Summary:
-
Most textbooks for teaching foreign languages have as their basis a grammatical syllabus. The theory has been that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time. Recently critics have questioned this theory, arguing that the grammatical syllabus fails to provide the necessary conditions for the acquisition of communicative competence. An alternate approach which has been suggested is to construct a situational syllabus which would focus upon teaching what is most relevant to a particular group of learners. If teaching were based on particular types of situations, however, all of the learner's language needs would not be met. A possible solution is the creation of a semantic or notional syllabus which would consider the content of probable utterances and from this determine which forms of language would be most valuable to the learner. The notional categories would be organized into two sections, the first made up of six semantico-grammatical categories: (1) time; (2) quantity; (3) space; (4) matter; (5) case; and (6) deixis. The second set is made up of eight categories of communicative function: (7) modality; (8) moral evaluation and discipline; (9) suasion; (10) argument; (11) rational enquiry and exposition; (12) personal emotions; (13) emotional relations; and (14) interpersonal relations. This notional framework is intended to provide the means by which a certain minimum level of communicative ability in European languages can be set up. (CFM)
- Notes:
-
- Availability: Julius Gross Verlag, POB 102423, D-6900 Heidelberg 1, Germany (DM 55, 1972 AILA Proceedings).
- Sponsoring Agency: Council of Europe, Strasbourg (France).
- Contract Number: 84/71.
- ERIC Note: Paper presented at the International Congress of Applied Linguistics (3rd, Copenhagen, Denmark, August 1972).
- Educational level discussed: Adult Education.
- Educational level discussed: Postsecondary Education.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1972
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Recommended English Language Arts Curriculum Guides K-12 and Criteria for Planning and Evaluation, 1974 [microform] / Sister Rosemary Winkeljohann, Ed
- Curriculum [microform] : Hierarchy or Decalage? / Robert R. Buell
- Language Arts Curriculum Guide [microform]
- Planning English Language Curriculum [microform] : An E.S.P. Approach / N. P. Tiwari
- Planning and Assessing the Curriculum in the English Language Arts [microform] / Stephen Tchudi