LANGUAGE DESCRIPTION

CLASSICAL/TRADITIONAL GRAMMAR

STRUCTURAL LINGUISTICS TRANSFORMATIONAL GRAMMAR LANGUAGE VARIATIONS &

REGISTER ANALYSIS FUNCTIONAL/NOTIONAL

SYLLABUS DISCOURSE/RHETORICAL

ANALYSIS

LANGUAGE DESCRIPTIONS

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

The Type of ESP

The Concept of Language Variation

Register Analysis

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

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.

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

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

- notions + functions represent the categories of human thinking and social behavior

- function = structure + context

• 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

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

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

- 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.

1. Establishing contact2. Finding out what the person wants

3. Giving information4. Arguing the point5. Taking down details in writing

6. Conclusion and thanks

Discourse Analysis Ways

Example Discourse Analysis Ways

Text-diagramming type of exercise

Example: Generalizing and Exemplifying

properties

…against the material properties

Figure 8: Text-diagramming

When suitableMaterials are available…

Complete the following table to summarize the paragraph

CONCLUSION

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)

Thanks a bunch

Group 5 :Ardi Samaloisa, Endra

Delina & Fitri