Teachers who believe language is a system of structures consisting of sounds, words and sentences, predictably follows a teaching syllabus that revolves around a

• A. The building blocks of language
• B. The social context
• C. The pragmatic meaning
• D. The communicative function

Answer: (B)

Believing language is a system of structures—sounds, words, and sentences—still means teaching must connect those forms to how people actually use them. That connection happens most clearly when the syllabus centers on the social context: the situations, audiences, and purposes that shape what language choices are appropriate. So lessons focus on real communicative needs, like greeting someone in a formal setting, making a polite request, or presenting information for a specific audience, showing how form and meaning shift with context. This approach helps learners move beyond just knowing rules to using language effectively in everyday interactions. Other options emphasize isolated forms, abstract meaning, or mere function without tying these to the social situations in which language lives, so they don’t align as well with a structure-based view that still aims for practical, contextual use.