esp

1. LANGUAGE DESCRIPTION

2.  CLASSICAL/TRADITIONAL GRAMMAR
 STRUCTURAL LINGUISTICS
 TRANSFORMATIONAL GRAMMAR
 LANGUAGE VARIATIONS & REGISTER
ANALYSIS
 FUNCTIONAL/NOTIONAL SYLLABUS
 DISCOURSE/RHETORICAL ANALYSIS
LANGUAGE DESCRIPTIONS

3.  The concept of L variation gave rise to
the type of ESP which was based on
register analysis. If L varies according to
text, it was argued, then it should be
possible to identify the kind of L
associated with a specific context such
as an area of knowledge (Legal Eng,
Social Eng, Medical Eng, Business Eng)
4. Language Variation & Register
Analysis

4. The Type of
ESP
The Concept of
Language Variation
Register Analysis

5.  the whole communicative act is made up of
a number of contextually dependent
factors
 language varies to the context of use that
enables us to distinguish formal from
informal, written from spoken, etc.
Look at the example on page 29

6. 
Text A Text B
Now I have to change to the final
size drill I require, which is
three-quarters of an inch
diameter, and this is called a
morse-taper sleeve.
A slower speed for a larger drill.
Nice even feed should give a
reasonable finish to the hole.
Applying coolant periodically.
This is mainly for lubrication
rather than cooling.
Almost to depth now.
Right. Withdrawing the drill.
That`s fine.
Select required drill.
Mount drill in tailstock. Use
taper sleeves as necessary.
Set speed and start machine
spindle.
Position tailstock to workpiece.
Apply firm even pressure to
tailstock hand wheel to feed drill
into workpiece.
Apply coolant frequently.
Drill hole to depth.
Withdraw drill.
Stop machine.

7.  In A, the speakers is not giving a direct set of
instruction but actually commenting on what he’s
doing. Function as a set of instructions
 In A, there is an interpersonal dimension. The
language is therefore, less formal and contains some
comments and expressions of feeling.
 The grammar of text B is consistent and in text A is
less consistency, because it is a free-flowing piece of
spoken discourse.
Significant Ways of Language in the Text A and B

8. Functions Notions
Concerned with social
behaviour
and represent the
intention of the speaker
or writer.
Ex : advising,
threatening, describing,
etc
Reflect the way in
which the human being
thinks/categories for
dividing reality. Ex :
time, gender, number,
quantity, etc.
5. Functional/Notional Grammar

9. - notions + functions
represent the categories of
human thinking and social
behavior
- function = structure +
context

10. • have an influence on language teaching in the
1970s
• to establish some kind of equivalence in
the syllabuses for learning various languages.
• difficult to divide up the learning tasks into
units of equivalent value across the various
languages on the basis of formal grammar.
The Functional View of Language

11.  It emphasize on how meaning is generated
between sentences
 The context is important in creating meaning
 The change of meaning is influenced by
Sociolinguistic context: Who is speaking to
whom and why.
 The meaning changes according to the
relationship between the participants in the
dialogue and according to their reason for
speaking
6. Discourse Analysis

12. Look at the example on page 33-34
before now
•language is viewed in terms of the
sentence
• profound effect
• meaning is generated between
sentences
• context is important

13. - Can I go out to play?
- It’s raining.
A
B
C
D
- Have you cut the grass yet?
- It’s raining.
- I think I’ll go out for a walk.- -
It’s raining.
- It’s raining.
- I think I’ll go out for a walk.

14. 1. Establishing contact
2. Finding out what the person wants
3. Giving information
4. Arguing the point
5. Taking down details in writing
6. Conclusion and thanks
Discourse Analysis Ways

15. Example Discourse Analysis Ways

16. Text-diagramming type of exercise
Example: Generalizing and Exemplifying

17. properties
…against
the
material
properties
Figure 8: Text-diagramming
When suitable
Materials are available…
Complete the following table to summarize the paragraph

18. CONCLUSION

19. There are 3 lessons to be learnt survey which
must be borne in mind that relevance to
ESP course design :
A) The various developments are not separate
entities;
B) Describing a language for the purposes of
linguistic analysis does not necessarily carry
any implications for language learning;
C) Describing a language we must make a
distinction between what a person does
(performance) and what enables them to do
(competence)

20. Thanks a bunch
Group 5 :
Ardi Samaloisa, Endra Delina &
Fitri
