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    Notional-functional syllabuses (hereafter referred to as NFS) began to be used in the United Kingdom in the 1970’s. The distinguishing characteristics of the NFS were its attention to functions as the organizing elements of English language curriculum, and its contrast with a structural syllabus in which sequenced grammatical structures served as organizers. Thus, the NFS focused strongly on the pragmatic purposes to which we put language. Curricula were then organized around such functions as identifying, reporting, denying, accepting, declining, apologizing, etc. Some seventy different language functions were identified.

    The NFS quickly provided popular underpinnings for the development of communicative textbooks and materials in English language courses. It is important to emphasize that the NFS did not necessarily develop communicative competence in learners because, as a syllabus, it still presented language as an inventory of units – functional rather than grammatical units, but units nonetheless. Communicative competence implies a set of strategies for getting messages sent and received and for negotiating meaning as an interactive participant in discourse, whether spoken or written. It pressuposes the learners’ ability to “know how to do” things, being able to act in different situations as they put their constructed knowledge into practice.

(BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)