Structural Approach vs. Functional-Notional Approach ― with Special Reference to English Teaching in Japan ―

Consideration has recently been given to defining the content of language-teaching activities in other than linguistic terms. In this article merits and demerits of structural approach along with those of situational approach are discussed. Functional-Notional approach which seems to provide a stimulating way of developing communicative competence in real situations is considered with special reference to Japanese classroom situations. Our conclusion is that Brumfit's idea (1981) is a realistic presentation in applying the F-N approach to our English teaching.へき地教育研究室報告特集1