Discourse based approach

Discourse-based approach

SITI SARAH BINTI ROSLAN175970

OVERVIEW

▪ Definition

▪ Purposes

▪ Examples

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)

PURPOSES

Develop Competency

• Become competent • Efficient users • Focuses on meaning• Real situation of communication

Discourse Community

• Prepare learner for variety of social roles that learner needs for professional purposes.

• To clarify the academic and professional genres that will enhance or determine learners’ career opportunities.

Discourse Analysis

Examples

Medical English

Medical practitioner

Medical term

Example

Dental

English applied linguisticsLinguist Linguistics termExampleDental

Discourse Based Approach-Genre-

Nur Asmaa Ahmad176217

What is Genre?

The TYPES and STRUCTURE of

language typically used for a particular purpose in a particular context.

Research Article

Letter to EditorLecture

Business Report

What are one of the most common Academic Genre?

Seminar

ACADEMIC GENRE

Public/ Open

Genre

Assessable everyone ,

often published

ACADEMIC GENRE

Occluded/Supporting

Genres

Closed/ Not public,often

difficult to access

ProfessionalGenre

Genre IntegrityDiscursive Process

& Genre

Genre Participant Genre Versality

QUICK RECAP!DEFINITION:

Types & Structureof 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

QUICK RECAP!

ACADEMIC GENREPublic

Occluded

PROFESSIONAL GENRE

IntegrityDiscursive Process

ParticipantsVersality

REGISTER ANALYSIS in DISCOURSE-BASED APPROACHES▪ BY : SHAFIAH BINTI SULAIMAN SHA

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)

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

“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.

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.

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

EXAMPLES OF FORMAL REGISTERSIn 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

CEREMONIAL▪encountered when reading transcripts of speeches or historical documents.

▪Learners often confuse the usage of CEREMONIAL and FORMAL registers

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.

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

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

*the topics and questions addressed to hotel employees are generally restricted to a narrow semantic field.

* Similarly, the language use of airline pilots and air traffic controllers is restricted to clearly identifiable lexical items and grammatical structures.

Register analysis

byCATHERINE

DAVANAIAKAN(174070)

Register Analysis as a Tool for Translation Quality Assessment by Liu Zequan (刘泽权 ) National University of Singapore What does this research proposes?

• 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.

Why ?▪ 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.

Equivalence as Criterion▪ 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).

Register Theory 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).

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"

Relevance of Register analysis to Translation

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.

https://youtu.be/K8NCEkmXX5s?t=1352

What is register ???




Siti Norsyahirah Bt Muhamad Zainuldin 176048

Lexis

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.

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

Examples

Asepsis (cleaniness)

Asystole (heart attack)

Agitation (anxiety)

Agent (substance)

Analogous (similar)

Anagelsic (pain killer)

Ascites (dropsy)

Medical Terms

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)

Culinary Terms

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.

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.

Vocabulary Types 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 communicat

ion

Activity 1. Find three technical terms for

musician.

2. Find another three technical terms for artist

PaletteOeuvre

AllegromPizzcato

Semi-BreveAerial-perspective

CresendoChiaroscuro

Technical

vocabulary

Core vocabular

y

Semi-technica

l vocabul

ary

A proposed model illustrated of the distinction (or relationship) among three

categories of vocabulary

05/02/2023BBI3435 APPROACHES OF ESP (TRAINING) 48

NUR ADILAH BINTI TAJUDIN

170185

LEXICAL APPROACH


Design of Language Teaching

and Learning

Definition Conclusi

on

1) 2)

3)


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)


Syllabus

Learning Activitiess

Role of Teacher

Objective

Role of Learner

MaterialsDesigning for

Language Teaching

and Learning


Objective SyllabusTo 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


Learning ActivitiesClass 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.


Role of Teacher 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.


MaterialsTYPE1 • 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


▪ Attracting students’ attention to lexical collocations

▪ Increasing students’ retention

Proposed by WOOLARD:▪ 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


• 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.


Time for some STRETCH

OUT!!

The End. Thank you.

Question?

Discourse based approach

Education

Transcript of Discourse based approach