1. Introduction
English for Specific Purposes (ESP) is an umbrella term to refer to teaching of language in academic and occupational contexts. Needs analysis and use of specific language in target contexts are the absolute characteristics of an ESP programme. Hence the notions of register, discourse and genre become central to ESP.
2. Register
Register refers to "a variety of language distinguished according to use" (Halliday, McIntosh, and Strevens, 1964:89). This concept disassociated itself from the premise that English of a specific subject is different from others in terms of its lexicogrammar. An ESP course design was primarily aimed at developing a syllabus that would prioritize only those language forms that students would use in their domain. ESP developed in two stages: the first targeted language at the sentence level, while the second focused on the level above the sentence - discourse or rhetorical analyses. Thus, the main focus of register analysis is on how sentences were combined in discourse to produce meaning.
Halliday, McIntosh, and Strevens, (1964:89) introduced three parameters field, mode, and tenor to describe register. Field is the domain of language activities such as literature, sociology, economics, etc; tenor explains the interpersonal role relationships between people such as doctor/patient, manager/supervisor, father/son, etc; mode is the medium of communication adopted such as speech, writing. Register thus involves a number of socio-cultural factors of communication in Hallidayian terms. Later, Halliday and Hasan in Cohesion in English (1976) used cohesion or intersentential linking also in terms of grammar and lexis or what they called lexicogrammar. Although Halliday, et al., never m...
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...on, and report can combined with recount, and recount can be blended with report and explanation.
Different genres and registers employ a range of cohesive devices and for varying communicative functions. For instance, the use of reference, substitution and ellipsis in legal texts is minimal and, synonyms and super-ordinates are generally scanty in scientific and technical texts. While Halliday and Hasan (1976) and other researchers primarily use literary texts, Cook (2001) and Huang (2001) deal with cohesive devices in advertisements, and Yu (2004) investigates cohesive devices in academic introductions from the perspective of genre. Nevertheless, the study of cohesive devices in non-literary texts is still a neglected area which needs further explorations.
5. References
Malmkjaer, K. (ed) (2002). The Linguistics Encyclopedia (2nd ed). New York: Routledge.
between parts of the text. However, as cited in Tanskanen(2006, p. 2) the cohesive devices used in texts differ according to the topics of these texts(Widdowson 1992, p.109).
Fromkin, Victoria & Rodman, Robert. An Introduction to Language, 6th edition. Orlando, Florida: Harcourt Brace, 1998
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
English is a Language that many people struggle with in the U.S. It can be a daunting task that many American’s have to face. Especially because of all of the domains that make up the English Language.(reading, writing, speaking and listening). There are many factors that can lead to the failure of learning of the English Language. One component is English being a secondary language that is not attended to correctly. Even though there is many reasons the lead to English Language Learners lack of proficiency (example Mr. O’Malley classroom), a strong instructional input, scaffolding, theory, research, ELD standard, and a intervention will not be one of them.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
During this experience I was also exposed to students who spoke both formal and common registry. The observation exposed that the students choose to speak to one another in common or informal register. Common register included slang and coded words that only students used. There was clear interplay of exchange between professionals who use formal registry and students who speak in common registry. My observ...
Trudgill, P. (2000) Sociolinguistics: An Introduction to Language and Society. 4th edition. Penguin books, London.
Although, ESL is an umbrella term for the goal of many learners, there are different forms of English. One of those fors is ESP, and it represents English for Specific Purposes and is a subset of ESL geared towards adults, characterizes topics such as:
Cerjak ,The English Journal, Vol. 76, No. 5 (Sep., 1987), pp. 55-57 Published by: National Council of Teachers of English
Indeed, even the decision of correspondence medium can have social suggestions. The deciding variable may not be the level of industrialization, but instead whether the nation falls into a high-connection or low-setting society. High-Context cultures (Mediterranean, Slav, Central European, Latin American, African, Arab, Asian, and American-Indian) leave a significant part of the message unspecified, to be comprehended through connection, nonverbal signals, and between-the-lines understanding of what is really said. By differentiation, Low-Context cultures (German and English-speaking nations) anticipate that messages will be undisputable and particular and rely heavily on words to convey meaning in
ESP may ease the way for language learners if it presents something that its learners are familiar with, however believing in that completely may get us as language teacher trapped as ESP does not cover language completely. The problem or problem with ESP is not always clear and is clearly distinctive from general English.
On my first learning experience with the theoretical studies, I was introduced to a depth study of the concepts and theories of the psychological and sociological aspects of linguistics. In studying this subject, I began to understand the origin of language, the impact and influence it has on humans, the speech formation & meaning, the linguistics acquisition, and the awareness of the socio-cultural influence that shape language choice and language use.
According to Teodorescu (2010), English for Specific Purposes (ESP) came into existence soon after the Second World War as there was a huge expansion of science, technology, and business all over the world and it became essential to have an international language for specialists. Later on, ESP became so popular that it is an important branch of English Language Teaching (ELT). Therefore, ESP which has the subcomponent like English for Science and Technology (EST) and it is further minimized to English for Engineering. Adriana Teodorescu (2010).
Whether it is for a job, to travel or for the sake of entertainment, chances are high English will have an important role in those activities as “In recent years, the term ‘English
...al systems, together with morphology, syntax and vocabulary. It is recognized that multilingualists have got to learn in what ways grammatical, phonemic, and semantic policies can be generalized across two or more languages and, if this is not possible, they must go for awareness of any methodical structural dissimilarities. This is particularly pertinent when two languages do not contribute to the similar syntactical rules. On the other hand, it is necessary to keep in mind that the process of flattering literacy cannot be alienated from the social background. Language is eventually a means of expression and individuality. References David Crystal (1997) English as a Global Language, Cambridge University Press. Graddol, David. The future of English? A guide to forecasting the popularity of the English Language in the 21st Century. London British Council (1997)