![Three register variables.
▪ Field refers to "what is happening, to the nature of the social action that is taking place
▪ Mode concerns "what it is that the participants [of a transaction] are expecting
language to do for them in that situation
▪ Tenor has to do with who are taking part in the transaction as well as the "nature of the
participants, their status and roles (Hasan and Halliday, 1985:12)
▪ A register is constituted by "the linguistic features which are typically
associated with a configuration of situational features—with particular
values of the field, mode and tenor"](https://image.slidesharecdn.com/discoursebasedapproach-151215081444/85/Discourse-based-approach-32-320.jpg)
Discourse based approach
- 1. Discourse-based approach SITI SARAH BINTI ROSLAN 175970
- 2. OVERVIEW ▪ Definition ▪ Purposes ▪ Examples
- 3. DEFINITIONS The idea of discourse frequently relates on a particular awareness of social influence on how the language is use unit of language larger than a sentence and which is firmly rooted in a specific context (Halliday, 1990: 41)
- 4. PURPOSES Develop Competency • Become competent • Efficient users • Focuses on meaning • Real situation of communication
- 5. Discourse Community • Prepare learner for variety of social roles that learner needs for professional purposes.
- 6. • To clarify the academic and professional genres that will enhance or determine learners’ career opportunities. Discourse Analysis
- 7. Examples Medical English Medical practitioner Medical term Example Dental English applied linguistics Linguist Linguistics term Example Dental
- 10. The TYPES and STRUCTURE of language typically used for a particular purpose in a particular context.
- 11. Research Article Letter to Editor Lecture Business Report What are one of the most common Academic Genre? Seminar
- 12. ACADEMIC GENRE
- 13. ACADEMIC GENRE
- 14. Genre Integrity Discursive Process & Genre Genre Participant GenreVersality
- 15. QUICK RECAP! DEFINITION: Types & Structure of language used for particular purposes in particular context The notion of Genre are essential because it help examine research articles, thesis, job application sales promotion letters & etc
- 17. REGISTER ANALYSIS in DISCOURSE-BASED APPROACHES ▪ BY : SHAFIAH BINTI SULAIMAN SHA
- 18. DEFINITION OF “REGISTER ANALYSIS” ▪ register refers to specific lexical and grammatical choices as made by speakers depending on the situational context (cf. Halliday 1989, 44)
- 19. Types of “registers” Familiar ▪ This register is normally used between people who know each other well. Features of this register show a lack of grammar, spelling, punctuation and usually contains slang and jargon. For example: ▪ Hey, ▪ Will arrive evening. Did not catch bus. ▪ Later ▪ John
- 20. “Informal” ▪ Usually a close relationship between the writer, audience and topic with a degree of casualness. ▪ The features of this register are different from the familiar register as more care is taken with grammar etc ▪ the tone is conversational, using colloquial language, compared to the formal register. ▪ the tone is conversational, using colloquial language, compared to the formal register.
- 21. Examples of “INFORMAL” registers A friend and I were contemplating the prospect of dumping our classes and hanging out in our favourite café instead We were chatting up over the phone without realizing that we both crashed at the same time.
- 22. Formal ▪ A formal register is neither colloquial nor personal and is the register that is mostly used in academic writing. ▪ It does not break any of the rules of written grammar and often has a set of rules of what not to do when using this register
- 23. EXAMPLES OF FORMAL REGISTERS In formal writing, you should use: ▪ cannot instead of can’t ▪ have not instead of haven’t ▪ will not instead of won’t ▪ could not instead of couldn’t ▪ is not instead of isn’t
- 24. CEREMONIAL ▪encountered when reading transcripts of speeches or historical documents. ▪Learners often confuse the usage of CEREMONIAL and FORMAL registers
- 25. EXAMPLES OF “CEREMONIAL” REGISTER ▪ I stand on this rostrum with a sense of deep humility and great pride - humility in the wake of those great architects of our history who have stood here before me, pride in the reflection that this home of legislative debate represents human liberty in the purest form yet devised. ▪ Here are centered the hopes and aspirations and faith of the entire human race.
- 26. WHAT DO “REGISTERS” DO IN ESP? ▪ Register analysis can guide teachers in the selection and preparation of materials that should by their content validity motivate students to learn. ▪ helps ensure appropriateness of content. ▪ Register analysis can be used to determine authenticity of language in relation to lexical and grammatical features in ESP discourse approach
- 27. FOR INSTANCE:- ▪ Language teachers could concentrate on lexical differences such as the higher frequency of noun compounds in scientific English as well as grammatical distinctions hotel employees airline pilots air traffic controllers i
- 29. • this paper proposes and argues for the application of register analysis, especially that of the Hallidayan / Australian tradition, for textual analysis of parallel texts in question for the purpose of translation quality assessment. • This paper provides this argument, based, first, upon an introduction of register theory per se, and second, upon the relevance and applications of register analysis to translation studies.
- 30. ▪ register analysis has been paid little attention to by the vast translation scholarship in and outside China up to the 1990s. ▪ English-language, translation scholarship has long been debating upon the criterion of "equivalence" and the illusory measures of it. ▪ The area of translation quality assessment criteria is academically one "where a more expert writer (a marker of a translation examination or a reviser of a professional translation) addresses a less expert reader (usually a candidate for an examination or a junior professional translator)" (Munday, 2001:30).
- 31. In the Hallidayan (also called Australian) functional theory of language (Hyon, 1996), "analysts are not just interested in what language is, but why language is; not just what language means, but how language means (Leckie-Tarry, 1993:26). Halliday stresses the need for a look into the context in which a text is produced while analyzing and/or interpreting a text. He points out that the really pressing question here is "which kinds of situational factor determined which kinds of selection in the linguistic system?" (Halliday, 1978:32; original emphasis).
- 32. Three register variables. ▪ Field refers to "what is happening, to the nature of the social action that is taking place ▪ Mode concerns "what it is that the participants [of a transaction] are expecting language to do for them in that situation ▪ Tenor has to do with who are taking part in the transaction as well as the "nature of the participants, their status and roles (Hasan and Halliday, 1985:12) ▪ A register is constituted by "the linguistic features which are typically associated with a configuration of situational features—with particular values of the field, mode and tenor"
- 33. Relevance of Register analysis toTranslation Translation theorists realised the nature of translation as "a textual thing" (House, 1981:65), a cross-cultural communication which is both "socially and culturally necessary and useful" (Gregory, 2001:19). Since then there has been an increasing acknowledgement of the relevance of the notion of register, and of the model of register analysis, to a translation-oriented analysis and assessment of texts (Marco, 2001:1). By way of illustration and substantiation of this point, both Halliday and his followers' contribution to the development of registered-based translation criteria are introduced in the forthcoming section. This introduction is also intended as a justification of the use of register analysis as a tool in translation analysis, a theme proposed in this paper.
- 37. Siti Norsyahirah Bt Muhamad Zainuldin 176048
- 38. Lexis in ESP Even at not very specialized level, the difference can be striking. Lexical can be highly technical by reflecting the special knowledge of the discipline and occupation.
- 39. Specialized and restricted meanings in certain disciplines and vary in meaning across disciplines. It is used in professional or academic context – career in a particular field 1.Technical words Types of Lexis
- 40. Asepsis (cleaniness) Asystole (heart attack) Agitation (anxiety) Agent (substance) Analogous (similar) Anagelsic (pain killer) Ascites (dropsy) MedicalTerms
- 41. Bain Marie (a water bath) Nape (coat food with thin layer of sauce) Paupiette (a thin slice of meat) Butterfly (split food down the center) Julienne (food that cut in long thin strips) Allumette (potatoes that shape as matchstick) Parboil (To boil food in water) Batter (mixture of flour and liquid) CulinaryTerms
- 42. 2. Semi-technical words Used in general language but has a higher frequency of occurrence in specific and technical description and discussion Usually used for communication of ideas. Combination of words from general vocabulary with specialist.
- 43. 3. Core words Central to the language than other words and most frequently occurring ones. It is a commonly used words that support communication and language learning.
- 44. VocabularyTypes and Its Discourse Technical words usually used in ESP such as EAP & EOP, ERL and EST training courses Semi technical words usually used in classroom practice or mixed discourse context between a specialist and a commoner Core words is usually in daily conversation and it is used by everyone in any location for communication
- 45. Activity 1. Find three technical terms for musician. 2. Find another three technical terms for artist
- 47. Technical vocabulary Core vocabulary Semi- technical vocabulary A proposed model illustrated of the distinction (or relationship) among three categories of vocabulary
- 48. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 48 NUR ADILAH BINTITAJUDIN 170185 LEXICAL APPROACH
- 49. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 49 Design of Language Teaching and Learning Definition Conclusion 1) 2) 3)
- 50. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 50 Method of teaching foreign language Focuses on learning n teaching of vocabulary items which are described as word chunks or word combination KEY PRINCIPLE OF LAEXICAL APPROACH: “Language is grammaticalised lexis, not lexicalised grammar” Michael Lewis (1993)
- 51. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 51 Syllabus Learning Activitiess Role ofTeacher Objective Role of Learner Materials Designing for LanguageTeaching and Learning
- 52. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 52 Objective Syllabus To understand learning materials based on lexical rather than grammatical principles. Comprehending the most common lexical words together with lexical patterns A lexical syllabus provides a discussion of some of the major issues in language teaching methodology (Willis, 1990). Lexical syllabus target how text are used in classroom
- 53. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 53 LearningActivities Class time should be confined particular learning strategies dealing with unknown lexical items and structures. Teachers can struggle for students’ consciousness and lexical patterns’ benefit Students should be relaxed for fear of causing confusion to the learners’ lexicon.
- 54. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 54 Role ofTeacher Role of Learner -Organizing technological system and creating environment to help effectively learners -Task -Planning -Report The idea of the teacher as ‘knower’ = the idea of the learners as ‘discover’ Data analyst Providing participation with listening ,noticing, and reflecting.
- 55. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 55 Materials TYPE1 • Course package computer • Concordance TYPE 2 •Collection of vocabulary •Teaching activities TYPE 3 • “printout version” of computer corpora •Collections packaged in text format TYPE 4 •Programs and attached data sets
- 56. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 56 ▪ Attracting students’ attention to lexical collocations ▪ Increasing students’ retention Proposed byWOOLARD: ▪ Revising the course books to seek collocations , and practicing ▪ Making use of activities developing the students’ realization to collocation Proposed by HILL: ▪ Teaching individual collocations ▪ Providing students awareness to collocations ▪ Giving the knowledge of collocation and adding them to appropriate known words ▪ Supporting students to keep a lexical notebook Classroom Procedure
- 57. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 57 • This approach’s characterization still remains incomplete. • It is still only an opinion. • Teachers should use more exercises for raising students’ mindfulness rather than explaining lengthily.
- 58. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 58