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 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
properties
…against the material properties
Figure 8: Text-diagramming
When suitableMaterials are available…
Complete the following table to summarize the paragraph
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)