Language analysis 2
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The document discusses different approaches to language description that are relevant to English for Specific Purposes (ESP). It outlines classical/traditional grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional/notional grammar, and discourse/rhetorical analysis. For each approach, it provides information on developers, interests, and how the approach describes language. The conclusion emphasizes that communication has structural, functional, and discoursal levels that complement each other, and distinguishes between performance and competence.
Language analysis 2
- 1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS DEPARTAMENTO DE IDIOMAS MODERNOS PROGRAMA INGLÉS INGLÉS PARA FINES ESPECÍFICOS Language Description in English for Specific Purposes Alexis Centrella Vegas May, 2012
- 2. LANGUAGE DESCRIPTION Classical or Traditional Grammar. Structural Linguistic. Transformational Generative Grammar. Language Variation and Register Analysis. Functional/Notional Grammar. Discourse (Rhetorical) Analysis. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 3. Clasical or Traditional Grammar Correctness. Emphasize Linguistic purisim. Literacy excellence. Categories Number, gender, person, tense and voice. Model Latin and Greek. Interest Form of the language. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 4. Structural Linguistic Saussure. Developers Bloomfield. Sapir. Interest The surface structure of the language. Language is described in isolation There is a kind of formula Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 5. Transformational Generative Grammar Deep Organization of thoughts = Competence Levels Surface The expressions of thoughts = Performance Analized from the human mind. Language Viewed as a function. Sintax, non-verbal communication, Study of language medium, channel, role relationships, topic, purpose of communication. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 6. Language Variation and Register Analysis Knowledge Medical, Social, Scientific, Legal English Context Area of use Technical manuals, Business meeting, etc. Formal/Informal; Spoken/Written; Self- Context of use sufficient/Content-dependent. Register Selecting of syllabus items. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 7. Functional/Notional Grammar Functional Social behaviour. Notional How humans think. ESP uses the kwnoledge Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 8. Discourse (Rhetorical) Analysis Sociolinguistic Context Meaning changes. An utterance acquires meaning by Discoursal meaning virtue of what utterances it precides or follows. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 9. Discourse (Rhetorical) Analysis - Can I go out to play? - Have you cut the grass yet ? - It s raining. - 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. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 10. Discourse (Rhetorical) Analysis a) Learners are made aware of the stages in certain set-piece transactions associated with particular specialist fields. b) The central feature in ESP has been materials which aim to explain how meaning is created by the relative position of the sentences in a written text. Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press
- 11. Conclusion All communication has a structural level, a functional level and a dirscoursal level. They complement each other. It is important to make a distinction between what a person does (performance) and what enables them to do it (competence). Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press