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Dr. Ali Bakhshi
By: Sh. Tamizrad
Fall 2014
• Introduction
• In-house teaching material developed for engineering
students
• An academic speaking course
• A research ...
Introduction
Although some ESP teaching or research
may rely on one type of description,
many ESP courses of instruction o...
• Genre-based language description + Grammar
• First part of the English 221 course
• Aim: To help the students write abst...
• Information is given about the use of these
forms in general.
• Genre-based approaches to language
description often pro...
The approach used by Swales and genre
analysts generally is descriptive and is
concerned with the choice of grammatical
fo...
The material shown, progresses from
description of the structure of the genre
(the first move in the abstract) to a focus ...
• Speaking-skills-focused course + Speech-act-based
language description
• skills practice and development
• Two units: He...
• A skills focus, and the course covers skills involved
in giving presentations (looking for ideas to shape a talk, giving...
• Speech-act-based language research + Investigation of
aspects of social interaction
• A tanning factory in New Zealand
•...
• Aim of the study: how workers and key figures in the
factory, such as the manager, the foreman, and the
accountant, used...
The data set was then analyzed for the following features:
1. The choice of syntactic forms by the participants.
2. The re...
• Different types of language description are
often merged in instruction in ESP and ESP
oriented research.
• Often it is ...
Sheila tamizrad  combining language
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Sheila tamizrad combining language

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Sheila tamizrad combining language

  1. 1. Dr. Ali Bakhshi By: Sh. Tamizrad Fall 2014
  2. 2. • Introduction • In-house teaching material developed for engineering students • An academic speaking course • A research study into workplace language • Summary
  3. 3. Introduction Although some ESP teaching or research may rely on one type of description, many ESP courses of instruction or research projects involve a combination or combine descriptions of language with a focus on language skills.
  4. 4. • Genre-based language description + Grammar • First part of the English 221 course • Aim: To help the students write abstracts for reports on engineering projects that involve innovative procedures, techniques, or designs • No focus on skills development • Focus of the course is on features of the two written genres (abstracts and recommendation reports)
  5. 5. • Information is given about the use of these forms in general. • Genre-based approaches to language description often proceed from examination of the purpose and positioning of moves in a genre to analysis of grammar or vocabulary use in those moves.
  6. 6. The approach used by Swales and genre analysts generally is descriptive and is concerned with the choice of grammatical forms or vocabulary in relation to the communicative purposes of the move and the genre.
  7. 7. The material shown, progresses from description of the structure of the genre (the first move in the abstract) to a focus on grammatical aspects of verb tenses in general.
  8. 8. • Speaking-skills-focused course + Speech-act-based language description • skills practice and development • Two units: Health and Education. • a skills focus, and the course covers skills involved in giving presentations (looking for ideas to shape a talk, giving an overview, and rehearsing) and participating in discussions • some language description of a number of speech acts important to participation in academic speaking (expressing opinions, asking questions, and asking for clarification)
  9. 9. • A skills focus, and the course covers skills involved in giving presentations (looking for ideas to shape a talk, giving an overview, and rehearsing) and participating in discussions • Some language description of a number of speech acts important to participation in academic speaking (expressing opinions, asking questions, and asking for clarification)
  10. 10. • Speech-act-based language research + Investigation of aspects of social interaction • A tanning factory in New Zealand • The main speech act: directives (identified in line with Holmes (1983) as acts to try to get others to do things)
  11. 11. • Aim of the study: how workers and key figures in the factory, such as the manager, the foreman, and the accountant, used directives. • Who used directives and when • The syntactic choices the speakers used (declaratives, interrogatives, and statements) in making directives in the factory setting.
  12. 12. The data set was then analyzed for the following features: 1. The choice of syntactic forms by the participants. 2. The relationship between the forms selected by the participants, strength of the directives, and the power relationships and social distance between the speakers. 3. The use of modifying devices (hedges or other means to minimize or maximize the strength of the directives) by the participants.
  13. 13. • Different types of language description are often merged in instruction in ESP and ESP oriented research. • Often it is the case that one type of description predominates.

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