A notional-functional syllabus is a way of organizing a language-learning curriculum, rather than a method or an approach to teaching. In a notional-functional syllabus, instruction is not organized in terms of grammatical structure, as had often been done with the audio-lingual method, but instead in terms of "notions" and "functions."

In this model, a "notion" is a particular context in which people communicate. A "function" is a specific purpose for a speaker in a given context. For example, the "notion," of shopping requires numerous language "functions," such as asking about prices or features of a product and bargaining. Functions are often speech acts, utterances used to accomplish some real world task, a concept elucidated by the linguistic philosopher John L. Austin.

Proponents of the notional-functional syllabus (Van Ek & Alexander, 1975; Wilkins, 1976) claimed that it addressed the deficiencies they found in the audio-lingual method by helping students develop their ability to effectively communicate in a variety of real-life contexts.

• Brown, H. Douglas (May 6, 2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (Third ed.). Pearson ESL. ISBN 978-0136127116.
• van Ek, Jan Ate; Alexander, L.G. (1975). Threshold level English: in a European unit/credit system for modern language learning by adults. Pergamon Press. ISBN 9780080245881.
• Wilkins, David A. (1976). Notional syllabuses : a taxonomy and its relevance to foreign language curriculum development. London: Oxford University Press. ISBN 9780194370714.