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
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First, a brief background in the three dimensions of language discussed throughout this paper. The functional, semantic, or thematic dimensions of language as previously mentioned are often used in parallel with each other. Due, to this fact it is important to be able to identify them as they take place and differentiate between these dimensions i...
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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...
After analyzing the course syllabus for English 1101 Composition and Rhetoric, it’s to my understanding that in order to be successful in the class we must first have the necessary text books; which include “Back to the Lake” by Cooley Thomas, and “The Little Seagull Handbook” by Richard Bullock and Michal Brody. This course will expand my knowledge of reading and comprehension. This course will enhance my use of correct grammar, and my skills to write and analyze essays. It is expected of me to attend every class, and to be on time. Make up work as well as late assignments are non existent and not negotiable, unless brought to the professors’ attention ahead of time. It is required of me to complete four essays, one research paper, and have
...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.
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Text linguistics is a “discipline which analyses the linguistic regularities and constitutive features of texts” (Bussmann, 1996: 1190). According to this definition, text linguistics is mainly concerned with studying the features that every piece of writing should have in order to be considered as a text. It is also defined by Noth (1977 in Al-Massri, 2013:33) as “the branch of linguistics in which the methods of linguistic analysis are extended to the level of text.” This means that text linguistics aims at producing rules and methods that can be used to analyze the whole text. This approach has been put forward by the two scholars Robert-Alain de Beaugrande and Wolfgang U. Dressler in their seminal book “Introduction to Text Linguistics”, in 1981. The study of texts in linguistic studies starts in
233). LE theory is not confined to statements on language (Blommaert, 2007), and as a result, LE research does not assume a linguistic reason for change but investigates the marked feature or features within a specific social realm and the interactions that take shape within specific social relations, interactional histories and institutional regimes, within the wider social world (Rampton, 2007). Even though, early LE researchers (Gumperz, 1972; Hymes, 1972) developed their ‘ethnography of communication’ in a reaction to the study of language hegemonies of Chomsky (Blommaert, 2007, p. 682), LE does not neglect linguistics
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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).
Language is a means of human communication whether verbally or nonverbally. In everyday life we use language to express our thoughts, feelings ,attitudes,etc.A great amount of social interactions takes place every day over the telephone ,by online chats, face –to face interaction or at workplaces .We use language of different forms for different functions as in to inform, question , and sometimes to strengthen social relationships or just to keep the social wheels turning smoothly. Moreover, understanding one's own language and even other cultures’ language is important to arrive at a successful and effective communication with others . The study of language can be undertaken in various ways .Semantics and pragmatics are two branches of linguistics which are concerned with the study of meaning.
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