IL SYLLABUS NOZIONALE.

This paper examines major contributions to what is often referred to as the notional-functional syllabus and shows how, in reality, they lead in two different directions. If, on the one hand, the notional syllabus suggested by Wilkins underlines the fundamental importance of semantic content in language learning, on the other hand the functional syllabus, and in particular the "Threshold Level", is heavily centred around the pragmatic aspects of language use. The overwhelming institutional success of the "Threshold Level" is analysed in relation to its theoretical weaknesses. Using some of Wilkins' ideas as a starting point, the model of an alternative to the "Threshold Level", a notional syllabus called "Foundation Level", is illustrated in some detail. [ABSTRACT FROM AUTHOR]