Esp.language descriptions
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The document provides an overview of various linguistic theories and their implications for language teaching, including: 1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures. 2. Transformational generative grammar examines deep and surface language structures and meanings. 3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form. 4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences. 5. Different linguistic theories may be more relevant for describing certain features of specific languages.
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This document summarizes different approaches to language description including classical grammar, structural linguistics, transformational grammar, language variations and register analysis, functional and notional syllabus, and discourse analysis. It discusses how the concept of language variation led to the development of English for Specific Purposes based on register analysis. Examples are provided to show how language varies based on context between informal spoken text versus formal written instructions. The document concludes that developments in language description are interrelated and distinguishing performance from competence is important in describing a language for learning purposes.Language descriptions
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This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.Esp.section 1.chapter 2
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This document discusses the evolution of English for Specific Purposes (ESP) as an approach to teaching English. It describes how ESP has shifted from focusing on language at the sentence level to analyzing discourse and rhetorical styles. It also explains how ESP involves conducting needs analyses of target situations to design courses that enable learners to function in their fields. The document stresses that ESP is an approach based on learner needs rather than a distinct methodology. It is not teaching specialized varieties of English but developing the range of language skills needed for different professional contexts.Evaluation in ESP
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This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
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2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.Types of syllabus design
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Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
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This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.Second Language Acquisition (Error Analysis)
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油
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This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.Types of Needs analysis in ESP
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油
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.Stylistics and Branches in stylistics
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油
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油
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.Esp syllabus
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Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234ESP (English for Specific Purposes) Origin
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油
This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.Grammatical based syllabus. Akram Jabar Najim
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油
ESP refers to teaching English for specific purposes where the goal is to use English in a particular domain like academia or a profession. ESP listening aims to develop active listeners who can construct interpretations based on input and ask for needed information, drawing on bottom-up and top-down cognitive processes as well as knowledge of language, context, and discourse. Research on ESP listening has focused on areas like lecture comprehension and used methods such as surveys and discourse analysis. Developing strong academic listening skills requires using information-driven and point-driven strategies to identify key facts and distinguish major ideas. Future research on ESP listening could further explore how technologies can enhance listening instruction and the role of metacognition.Contrastive analysis
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油
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.Genre Analysis
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This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.Sociolinguistics language variations
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This document discusses English for Specific Purposes (ESP). It defines ESP as teaching and materials that are based on needs analysis. ESP courses are typically for adult learners, have a limited duration, and are designed for intermediate or advanced students in a specific discipline. ESP is classified into categories like English for Academic Purposes, English for Occupational Purposes, and English for Science and Technology. Research in ESP includes needs analysis, text analysis to identify key features, and genre analysis to inform material production. Current trends include greater awareness of cross-cultural issues and the importance of genre analysis in developing materials and lessons.Types and features of esp
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The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.Transformational Generative Grammar
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This document discusses the main stages of English for Specific Purposes (ESP) development, including:
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Esp.language descriptions
- 2. Classical or Traditional Grammar - Not all the developments in Linguistics have had pedagogic applications. - We shall give a brief outline of the various ideas about language that have influenced ESP in some way.
- 3. Description of English and other languages Greek Latin Based on an analysis of the role played by each word in the sentence.
- 4. Teachers who wish to maintain a balanced view of linguistics should not overlook the fact that traditional grammar has many useful virtues. The traditional handbooks provided an array of terms and distinctions which most of us used in learning to talk about our own language, and which many people continue to find serviceable throughout their lives Allen and Widdowson
- 5. Structural Linguistics Was founded in 1930 th By Leonardo Bloomfield
- 6. Peculiarities: 1. The grammar of the language is described in terms of syntagmatic structures which carry the fundamental propositions( statement, interrogative, negative, imperative) and notions ( time, number, gender). By varying words within these structural frameworks, sentences with different meaning can be generated. 2. With the help of the structural linguistic the structural syllabus was created. In such syllabus , items are graded so that simpler and more immediately useable structures precede the more complex ones. Example: ESP syllabus based on structural principals 1. Simple present active 2. Simple present passive 3. Simple present passive and active 4. -ing forms 5. Present Perfect; Present Continuous 6. Infinitives 7. Anomalous Finites 8. Past Perfect Structural Linguistics
- 7. Transformational Generative (TG) grammar 1. John is easy to please. John is eager to please. The City Bank has taken over Acme Holdings. Acme Holdings has been taken over by the City Bank.
- 8. In the language there must be two levels of meaning: A deep level A surface level
- 9. Language can be looked at from the point of view : Of form Of function Why does language exist? People do things with it : they give information they promise they threaten they make excuses they seek information they identify they classify they report
- 10. Communicative competence consists of : A set of rules for formulating grammatically correct sentences A knowledge of when to speak, when not, what to talk about, with whom, when where, in what manner The ingredients of communication : non-verbal communication the medium and channel of communication role relationships between participants the topic and purpose of communication
- 11. 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.
- 12. The Type of ESP The Concept of Language Variation Register Analysis
- 13. Functions Notions Concerned with social behaviour and represent the intention of the speaker or writer. Reflect the way in which the other man thinks Functional/Notional Grammar
- 14. 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 have an influence on language teaching in the 1970s
- 15. The student of German The gender/case endings of articles, nouns and adjectives. The learner of English The spelling, the simple/continious tense distinction or the countable/uncountable distinction.
- 16. Discourse (Rhetorical) analysis Dialogues example: It is raining Can I go out to play? Its raining. Have you cut the grass yet? Its raining. I think Ill go out for a walk. Its raining. profound effect meaning is generated between sentences context is important language is viewed in terms of the sentence now before
- 17. Discourse Analysis 2 key ways: Establishing contact Finding out what the person wants Giving information Arguing the point Taking down details in writing Conclusion and thanks
- 18. Text-diagramming type of exercise Example: Generalizing and Exemplifying
- 19. properties against the material properties Figure 8: Text-diagramming When suitable Materials are available Complete the following table to summarize the paragraph
- 20. The approach establishes patterns, but does not account for how these patterns create meaning
- 21. 3 lessons which must be borne in mind: 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)