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Siahaan (2008) says, Languange is a unique human inheritance that plays the very
important role in humans life, such as in thinking, communicating ideas, and negotiating
with the others. It constitutes a set of principles into which its usage its native speakers are
subject. The language show similarities in their principles. The similarities refer to the set of
the rules that every language possesses, while the differences deals with the deviation of
every language in its rules in its chronological development that is influenced by the different
regions, times, cultures, religions, politics, etc. The similarities of the language can be
identified structurally in the level of their linguistic aspects, such as in the phonemes,
of mans social needs. Like all other living creatures we depend on the air, water and earth
around us, and in the same way society depends upon language for its very existence.
Huddleston (2000:1) says, The term grammar is used in a number of different senses-the
grammar of a language may be understood to be a full description of the form and meaning of
the sentences of the language or else it may cover oly certain, variously delimited, parts of
such adescription.There are many languages in the world. One of them is English, as
the kinds of words in a language and the ways the word are fitted together into meaningful
particularly the human ability to do so, and a language is any specific example of such a
system. The scientific study of language is called linguistics. As an object of linguistic study,
"language" has two primary meanings: an abstract concept, and a specific linguistic system.
When speaking of language as a general concept, definitions can be used which stress
different aspects of the phenomenon.] These definitions also entail different approaches and
understandings of language, and they inform different and often incompatible schools of
linguistic theory . Languages evolve and diversify over time, and the history of their
their ancestral languages must have had in order for the later developmental stages to occur.
The resurgence of the view that language plays a significant role in the creation and
circulation of concepts, and that the study of philosophy is essentially the study of language,
is associated with what has been called the linguistic turn and philosophers such as
what some people do with language and what they ought to do with it, according to a pre-
"The first English grammars were translations of Latin grammars that had been
translations of Greek grammars in a tradition that was already some two-thousand years old.
Furthermore, from the seventeenth century through the first half of the nineteenth century,
there were no substantial changes made in the form of English grammar books or in the way
English grammar was taught. When people talk about 'traditional' grammar,' this is the
"Traditional grammar began to be challenged around the middle of the [nineteenth] century,
when the second major development in grammar teaching appeared. There is no very good
name for this second development but we might call it 'sentence grammar.' Whereas
traditional grammar focused primarily on the word (hence its preoccupation with parts of
speech), the 'new' grammar of the 1850s focused on the sentence. It began to emphasize the
grammatical importance of word order and function words. In addition to the few inflexional
endings in English."
Structural grammar
The fundamental trait that these frameworks all share is that they view sentence structure in
terms of the constituency relation. The constituency relation derives from the subject-
predicate division of Latin and Greek grammars that is based on term logic and reaches back
the clause into subject (noun phrase NP) and predicate (verb phrase VP).
The binary division of the clause results in a one-to-one-or-more correspondence. For each
element in a sentence, there are one or more nodes in the tree structure that one assumes for
that sentence. A two word sentence such as Luke laughed necessarily implies three (or more)
nodes in the syntactic structure: one for the noun Luke (subject NP), one for the verb laughed
(predicate VP), and one for the entirety Luke laughed (sentence S). The constituency
grammars listed above all view sentence structure in terms of this one-to-one-or-more
rules that is intended to generate exactly those combinations of words which form
grammatical sentences in a given language. The term was originally used in relation to the
theories of grammar developed by Noam Chomsky, beginning in the late 1950s. Linguists
who follow the generative approach originated by Chomsky have been called generativists.
The generative school has focused on the study of syntax, but has also addressed other
Early versions of Chomsky's theory were called transformational grammar, and this is
still used as a general term that includes his subsequent theories, the most recent being the
Minimalist Program. Chomsky has said, however, that the first generative grammar in the
modern sense was Panini's Sanskrit grammar,[1] and he has also acknowledged other
infinite use of finite means." Chomsky and other generativists have argued that many of the
properties of a generative grammar arise from a universal grammar which is innate to the
human brain, rather than being learned from the environment (see the poverty of the stimulus
practiced within linguistics. Other theories that have been proposed include dependency
This stage operates on the basic principle that the English, of, say, Electrical
Enginering constituted a spesific register different from other registers such Biology or of
General English. The aim of the analysis was to identify the grammatical and lexical features
of the registers.
The main motive behind register analyses such as Ewer and latorres was the
pedagogic one of making the ESP course more relevant to learners needs. The aim was to
produce a syllabus which gave high priority to the languange forms students would meet in
their Science studies and in turn would give low priority to forms they would not meet.
particular social setting. For example, when speaking in a formal setting contrary to an
informal setting, an English speaker may be more likely to use features of prescribed
grammarsuch as pronouncing words ending in -ing with a velar nasal instead of an alveolar
nasal (e.g. "walking", not "walkin'"), choosing more formal words (e.g. father vs. dad, child
vs. kid, etc.), and refraining from using words considered nonstandard, such as ain't.
rather than a discrete set of obviously distinct varieties numerous registers could be
problem, and even in the general definition of "register" given above (language variation
defined by use not user), there are cases where other kinds of language variation, such as
regional or age dialect, overlap. Consequent to this complexity, scholarly consensus has not
been reached for the definitions of terms including "register", "field" or "tenor"; different
scholars' definitions of these terms are often in direct contradiction of each other. Additional
terms including diatype, genre, text types, style, acrolect, mesolect and basilect, among many
others, may be used to cover the same or similar ground. Some prefer to restrict the domain
of the term "register" to a specific vocabulary (Wardhaugh, 1986) (which one might
commonly call jargon), while others[who?] argue against the use of the term altogether. These
various approaches with their own "register", or set of terms and meanings, fall under
systemic functional linguistics. In these two terms, systemic refers to the view of language as
"a network of systems, or interrelated sets of options for making meaning" functional refers
These grammatical systems play a role in the construal of meanings of different kinds.
This is the basis of Halliday's claim that language is metafunctionally organised. He argues
that the raison d'tre of language is meaning in social life, and for this reason all languages
have three kinds of semantic components. All languages have resources for construing
experience (the ideational component), resources for enacting humans' diverse and complex
social relations (the interpersonal component), and resources for enabling these two kinds of
meanings to come together in coherent text (the textual function). Each of the grammatical
systems proposed by Halliday are related to these metafunctions. For instance, the
interpersonal meanings, 'process type' to the expression of experiential meanings, and 'theme'
On the third phase development of ESP, it aimed was to take the existing knowledge
and set it on a more scientific basis, by establishing procedures for relating languange
The ESP course design process should proceed by first identifying the target situation and
then carrying out a rigorous analysis of the linguistic features of that situation. The identified
This stage process is usually known as needs analysis, but according to Chambers (1980)
term of target situation analysis, it is more accurate description of the process concerned.
Effective ESP programs require relevant materials, knowledgeable instructors, and teamwork
with subject matter professionals. This report provides an example of one process used by a
teacherresearcher to increase and expand each of these aspects. The process of data
collection and data analysis, as described here, results in greater knowledge on the part of an
instructor and leads to the development of enhanced course materials. The study was
conducted for an ESP program in a Civil Aviation School in Turkey where students were in
training to become pilots and air traffic controllers. Primary data included tape-recorded
communication between pilots and air traffic controllers, observation in the airport tower, and
questionnaires and interviews with Turkish pilots and air traffic controllers. The results,
which comprised a basis for materials writers, indicate that even in such a restricted and
globally monitored language as Airspeak, local variations exist in the use of greetings, the
pronunciation of numbers.
Development
Esp.language descriptions
Classical or Traditional Grammar .Not all the developments in Linguistics have had
pedagogic applications.We shall give a brief outline of the various ideas about language
that have influenced ESP in some way. Description of English and other languages
Greek Latin Based on an analysis of the role played by each word in the sentence.
Teachers who wish to maintain a balanced view of linguistics should not overlook the fact
that traditional grammar has many useful virtues. The traditional handbooks provided an
array of terms and distinctions which most of us used in learning to talk about our own
language, and which many people continue to find serviceable throughout their lives
notions ( time, number, gender). By varying words within these structural frameworks,
2. With the help of the structural linguistic the structural syllabus was created. In such
syllabus , items are graded so that simpler and more immediately useable structures
precede the more complex ones.Example: ESP syllabus based on structural principals 1.
Simple present active 2. Simple present passive Transformational Generative (TG)
grammar .
John is easy to please. John is eager to please.The City Bank has taken over Acme
Holdings. Acme Holdings has been taken over by the City Bank. In the language there
must be two levels of meaning: A deep level A surface level Communicative competence
of when to speak, when not, what to talk about, with whom, when where, in what manner
of communication .
sleeve. A slower speed for a larger drill. Nice even feed should give a reasonable finish to
the hole. Applying coolant periodically. This is mainly for lubrication rather than cooling.
Almost to depth now. Right. Withdrawing the drill. That`s fine. Select required drill.
Mount drill in tailstock. Use taper sleeves as necessary. Set speed and start machine
spindle. Position tailstock to workpiece. Apply firm even pressure to tailstock hand wheel
to feed drill into workpiece. Apply coolant frequently. Drill hole to depth. Withdraw drill.
Stop machine. The Type of ESP The Concept of Language Variation Register Analysis.
Functions Notions Concerned with social behaviour and represent the intention of the
Its raining. Have you cut the grass yet? Its raining. I think Ill go out for a walk. Its
language is viewed in terms of the sentence now before Discourse Analysis key ways:
Establishing contact .
Finding out what the person wants. Giving information. Arguing the point .Taking
When suitable Materials are availabl. Complete the following table to summarize the
paragraph The approach establishes patterns, but does not account for how these patterns
create meaning lessons which must be borne in mind. The various developments are not
separate entities. Describing a language for the purposes of linguistic analysis does not
necessarily carry any implications for language learning. Describing a language we must
make a distinction between what a person does (performance) and what enables them to
do (competence).
Conclusion
The approach to ESP teaching at tertiary schools suggested in this monograph is a typical
approaches that, according to him, are best suited to today's stage in the second/foreign
stage as the postmethod era (Kumaravadivelu, 2003; 2006). The principled pragmatism and
eclectics of the suggested approach are manifested through the structured combination of
three different approaches in the framework of one: the experiential interactive approach, the
content-based approach, and the blended learning approach. The first of them, the
experiential and interactive learning, in the conditions of teaching ESP to tertiary school
activities. As already said in the definitions given in the Introduction and Chapter 1, such
activities ensure the acquisition of the target language and communicative skills as by-
this way, students themselves "construct" their target language communication skills through
the experience of direct participation in professional communication. It has also been asserted
in Chapter 1 that experiential learning by its very nature requires students' cooperative
interaction that dominates over individual learning activities but does not exclude them. In
the same manner, it presupposes students' interaction with the professional environment
outside the classroom for using authentic target-language sources of professional information.
possible to select strictly professionally relevant target language learning content for ESP
students - thus providing the appropriate subject matter for experiential interactive learning