기존의 문법식 교육인 grammatical syllabus나 특정 상황중심으로 배우는 situational syllabus로는
개인의 필요에서 나오는 제대로된 의사소통 능력을 기를 수 없다는 비판에서 출발한 syllabus가
notional-functional syllabus입니다. 언어를 통해 전달하려는 사상과 관념을 notion이라고 하는데,
이런 개념과 의미들을 실제 어떤 기능으로 쓰는지와 결합하여 가르치면 communicative competence를
훌륭히 기를 수 있다고 생각하기 때문에, notional syllabus는 functional syllabus와 뗄 수 없는 관계이고,
흔히 notional syllabus, notional-functional syllabus, functional syllabus, functional-notional syllabus가
혼용되어 쓰이기도합니다. (용어에서 볼 수 있듯이 무엇을 더 강조하는지는 조금씩 차이가 있을 수 있습니다.)
The notional-functional syllabus (Wilkins, 1976) is organized around the communicative purposes, called functions, for which people use language (e.g., to obtain information or to apologize) and the notions that are being communicated (e.g., time and space). Unlike for the grammatical syllabus, which could be designed without reference to learners, for the notional-functional syllabus it is important to find out about the learners' needs for using the language – with whom, where, and why. The Common European Framework of Reference (Council of Europe, 2001) grew out of the work on the notional-functional syllabus. |
A notional syllabus (also called a notional-functional syllabus) is one
whose language content is organised according to meanings
which the learner needs to express.
These may be functions (언어기능) (or illocutionary acts) such as making requests, apologising,
giving directions, or conceptual categories such as place, time and emotions,
and the exponents (언어표현) which are used to communicate them.
For example, for the function 'Making Requests', possible functional exponents would be :
- Can/Could you + infinitive (Can you open the window?)
- Would you mind + Ving (Would you mind opening the window)
- I wonder if you could/would mind (I wonder if you'd mind opening the window.)
etc
For Describing' Location', notional exponents would include such grammatical categories
as 'prepositions of place' (on, in, under, in front of etc)
Notional/functional syllabuses were the basis of the early communicative approach,
and are associated with the work of the Council of Europe in the early 70s,
led by Wilkins, van Ek, Richterich and Trim.
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다음은 Notional-Functional syllabus를 제안한 Wikins가 쓴 짧은 논문의 abstract입니다.
Notion과 Function이 잘 이해되지 않으면 참고하세요.
Wilkins, D.A (1972) Grammatical, Situational and Notional Syllabuses, Council of Europe
(Nunan, D. Syllabus Design, OUP)
Abstract
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 havequestioned this theory, arguing that the grammatical syllabus fails to provide the necessary conditions for the acquisition of -- communicative competence.
An alternate approach which has beensuggested 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: (1) modality; (2) moral evaluation and discipline; (3) suasion; (4) argument; (5) rational enquiry and exposition; (6) personal emotions; , (7) emotional relations; and (8) 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)
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