Perception-oriented foreign language learning and teaching: Theory into practice-notional syllabuses

Abstract

The notional syllabus is a new paradigm in foreign language teaching (flt) research. A notional syllabus is no longer primarily structure-oriented but meaning-oriented. ‘Meaning’ here is to be understood in its broadest sense, i.e. encompassing social and personal aspects of meaning in communicative encounters (cf. Wilkins 1976, 18-25). A paradigm is a pattern, an exemplar shared by a group of researchers that serves as the basis for their work. New paradigms usually indicate adopting Kuhn’s conception of the development of scientific theory a revolution in the field of research in which they occur. This revolution is usually preceded by growing dissatisfaction with the explanatory power of the “accepted” paradigms for critical problems in the field of research (Kuhn, esp “Postscripturn”, 1969). Even though I subscribe to the qualification expressed by Pearson in regard to the acceptance as far as linguistics is concerned of Kuhn’s concept of progress in science, that the _ participants in a supposed revolution are not in the best position to appreciate the significance (or lack of significance) of their own work” (Pearson, 1978, 389), there are nevertheless many indicators which permit us to give the notional syllabus the status of a “new paradigm” and attest to its revolutionary impact on flt research and practices, e.g.: (a) The growing unease about the basically structuralistic orientation of research and practice in flt (see below), an orientation which proves to be ineffective for the overall aim of teaching “communicative competence” in a foreign language. (b) The momentum the notional syllabus has gained in the past two years in fl educational policy (for instance, in West Germany the notional approach is adopted for most fl programmes in the state-sponsored adult education organization); at national and international conferences (e.g. the TESOL Conventions of 1978 and 1979); in the production of teaching material (e.g. Piepho & Bredella, 1978; Johnson & Morrow, 1977). Notional ideas lie behind research in English for Special Purposes (ESP), the field which has until now been the most neglected and they are responsible for the development of much teaching material (e.g. Candlin et al. 1976; Holden (ed.) 1977; Mackay & Mountford (eds.), 1978; Munby, 1978). c. The emergence of a new paradigm usually calls for the reappraisal of “traditional” knowledge and demands the restructuring and re-evaluation of hitherto accepted facts. This process of re-evaluation and restructuring is usually done in the face of opposition from those in the field who have not fully accepted the new paradigm (e.g. Mtiller, 1977). This last point carries the most important meaning for flt research in reference to the notional approach. The reorganization and reappraisal of some “accepted” norms for flt research and methods provides the context in which the development of perceptionoriented fl teaching and learning is to be seen.