A formalist view focuses on the social and political functions of language to foster critical citizenship and active agency, while a functionalist view treats language as an innate organ of the mind that operates through deduction from built-in knowledge, entirely independent of the learner’s communicative needs or social environment.

A formalist approach identifies a specific concept or meaning (e.g., futurity) and investigates all the ways it is expressed through lexical and morphological devices, whereas a functionalist approach insists on a native-speaker only policy and forbids any focus on meaning until a codified, standard variety of the target language is mastered through silent reading.

Formalist exercises use structure-trapping tasks to ensure that meaning is always secondary to the description of the language’s internal linguistic patterns, while functionalist exercises typically prioritize audio-lingual drills and massive repetition to ensure that stimulus-response associations are strengthened before errors can become bad habits. 

Formalist syllabuses are designed to be flexible and retrospective, emerging only after classroom interaction has occurred, whereas functionalist syllabuses rely on linguistic grading to produce simplified, doctored texts that ensure learners never encounter language slightly beyond their current level of knowledge.

A formalist approach builds synthetic syllabuses that present language as a finite set of predictable building blocks, such as discrete grammatical rules or phonemes, in a linear sequence for the learner to reassemble, while a functionalist approach utilizes analytic syllabuses organized around meaningful tasks where learners must navigate the communicative utility of various linguistic resources to express specific concepts like time or space.