Student-Perceived Communication Needs: Infrastructure of the Functional/Notional Syllabus

Authors

  • Linda L. Harlow Ph.D.,

    1. (Ph.D. candidate, Purdue University) is a Teaching Assistant of French at Purdue University, West Lafayette, In diana
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  • W. Flint Smith Ph.D.,

    1. (Ph.D., Purdue University) is Associate Professor of Spanish, Director of Language I aboratories at Purdue University, West Lafayette, Indiana, and Resident Director of the Indiana, Purdue Wisconsin Centro de Estudios en la Universidad de Madrid, Facultad de Filosofia y Letras, Madrid, Spam
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  • Alan Garfinkel Ph.D.

    1. (Ph.D., The Ohio State University) is Associate Professor of Foreign Language Education at Purdue University, West Lafayette, In diana
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Abstract

ABSTRACT  Curricula which reflect a more pragmatic approach to language learning require a variation in traditonal syllabus design. This paper identifies a to compose a syllabus, based upon concrete data, is patterned after the functional/notional con. Results of a survey of communication needs among students enrolled in beginning French indicate siderable concordance of opinion with regard to which functions and notions of language hold the most probable intrinsic value for the language learner. The further suggests how information from the can be used in the construction of functional/no syllabi at various levels of instruction.

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