1. The development of ESP went through several stages, beginning with register analysis which analyzed the grammatical and lexical features of different types of English used for specific purposes.
2. The second stage involved rhetorical/discourse analysis which looked at how sentences are combined above the sentence level to produce meaning and identify organizational patterns in texts.
3. Target situation analysis aimed to establish procedures to relate language analysis more closely to learners' reasons for learning through a needs analysis process.
1. The development of ESP went through several stages, beginning with register analysis which analyzed the grammatical and lexical features of different types of English used for specific purposes.
2. The second stage involved rhetorical/discourse analysis which looked at how sentences are combined above the sentence level to produce meaning and identify organizational patterns in texts.
3. Target situation analysis aimed to establish procedures to relate language analysis more closely to learners' reasons for learning through a needs analysis process.
1. The development of ESP went through several stages, beginning with register analysis which analyzed the grammatical and lexical features of different types of English used for specific purposes.
2. The second stage involved rhetorical/discourse analysis which looked at how sentences are combined above the sentence level to produce meaning and identify organizational patterns in texts.
3. Target situation analysis aimed to establish procedures to relate language analysis more closely to learners' reasons for learning through a needs analysis process.
1. The development of ESP went through several stages, beginning with register analysis which analyzed the grammatical and lexical features of different types of English used for specific purposes.
2. The second stage involved rhetorical/discourse analysis which looked at how sentences are combined above the sentence level to produce meaning and identify organizational patterns in texts.
3. Target situation analysis aimed to establish procedures to relate language analysis more closely to learners' reasons for learning through a needs analysis process.
❑In linguistics, a register is a variety of a language used for a particular purpose
or in a particular social setting. Register analysis is an analysis of grammatical and lexical features of the language used for particular purpose or in particular social setting. This concept comes from the principle of ESP that English of a specific science differs from each other in terms of its grammatical and lexical features of the registers. ❑ By register analysis, the lecturer or teacher can produce a syllabus which gave high priority to the language forms students would meet in their Science studies and in turn would give low priority to forms they would not meet.
❑ Ewer and Hughes-Davies (1971), for example, compared the language of the texts their Science students had to read with the language of some widely used school textbooks. They found that the school textbooks neglected some of the language forms commonly found in Science texts, for example, compound nouns, passives, conditionals, anomalous finites, (i.e. modal verb). Their conclusion was that the ESP course should, therefore, give precedence to these forms. 2. Rhetorical/ Discourse Analysis ❑ In this stage, the second phase of development shifted attention to the level above the sentence, as ESP became closely involved with the emerging field of discourse or rhetorical analysis. It focuses to understand how sentence were combined in discourse to produce meaning. The concern of research, therefore, was to identify the organizational patterns in texts and to specify the linguistic means by which these patterns are signaled. These patterns would then form the syllabus of the ESP course. Stages of ESP development: 1. First stage focused on language at the sentence level. 2. Second phase shifted attention the level above the sentence (putting into play discourse or rhetorical analysis). 3. Target situation analysis
❑ According to Hutchinson and Waters (1987), target situation analysis was aimed to take student’s existing knowledge and setting it on a more scientific basis by establishing procedures for relating language analysis more closely to learners’ reasons for learning.
❑ In ESP course, there will be a process of knowing students’ purpose to learn
English known as need analysis or target situation analysis. Target situation analysis will lead the teacher to form a syllabus. John Munby in Communicative Syllabus Desig , produces a detailed profile of the learners’ need in term of communication purposes, communicative setting, the means of communication, language skills, functions, structures, etc. 4. Skill and Strategies
❑ In this stage, we concern to the two things, thinking process underlie language use and focus on underlying interpretative strategies. Some experts have made significant contributions to work on reading skill to describe about this process where the medium of instruction is the mother tongue but students need read a number of specialist texts which are available only in English.
❑ The principal idea behind the skill centered approach is that underlying all language use there are common reasoning and interpreting processes, which, regardless of the surface forms, enable us to extract meaning from discourse. 5. A Learning-Centered Approach
❑ ESP concern with language learning rather than language use. The importance and the implications of the distinction that we have made between language use and language learning will hopefully become clear as we proceed through the following chapters. There are some main points that to be main focus in this stage: ❑ - This is anyhow not the main concern of ESP since describing and exemplifying what people do with language will not automatically enable someone to learn it. - Therefore, a valid approach to ESP must be based on an understanding of the processes of the language learning.
