The lexical approach focuses on teaching vocabulary through word chunks or combinations rather than isolated words. It views language as being grammaticalized lexis rather than lexicalized grammar. Examples of key principles are that learners should be exposed to vocabulary in context to understand usage, and lexical syllabi should be used to determine which lexical items to teach based on frequency and usefulness. Practice activities develop automatic recognition of lexical phrases to aid fluency. The lexical approach emphasizes vocabulary learning over grammatical rules.

1. Discourse-based
approach
SITI SARAH BINTI ROSLAN
175970

2. OVERVIEW
▪ Definition
▪ Purposes
▪ Examples

3. 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)

4. PURPOSES
Develop Competency
• Become competent
• Efficient users
• Focuses on meaning
• Real situation of communication

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

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

7. Examples
Medical English
Medical practitioner
Medical term
Example
Dental
English applied
linguistics
Linguist
Linguistics term
Example
Dental

10. The TYPES and
STRUCTURE of
language typically used for
a particular purpose in a
particular context.

11. Research Article
Letter to Editor
Lecture
Business Report
What are one of the most
common Academic Genre?
Seminar

12. ACADEMIC
GENRE

13. ACADEMIC
GENRE

14. Genre Integrity
Discursive Process
& Genre
Genre
Participant GenreVersality

15. QUICK RECAP!
DEFINITION:
Types & Structure
of 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

16. QUICK RECAP!
ACADEMIC
GENRE
Public
Occluded
PROFESSIONAL
GENRE
Integrity
Discursive Process
Participants
Versality

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

18. 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)

19. 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

20. “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.

21. 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.

22. 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

23. EXAMPLES OF FORMAL REGISTERS
In 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

24. CEREMONIAL
▪encountered when reading
transcripts of speeches or historical
documents.
▪Learners often confuse the usage of
CEREMONIAL and FORMAL
registers

25. 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.

26. 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

27. 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
hotel employees
airline pilots air traffic
controllers i

28. CATHERINE
DAVANAIAKAN
(174070)

29. • 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.

30. ▪ 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.
▪ 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).

31.  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).

32. 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"

33. Relevance of Register analysis toTranslation
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.

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

37. Siti Norsyahirah Bt
Muhamad Zainuldin
176048

38. 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.

39. 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

40. Asepsis
(cleaniness)
Asystole (heart
attack) Agitation
(anxiety)
Agent
(substance)
Analogous
(similar)
Anagelsic (pain
killer)
Ascites
(dropsy)
MedicalTerms

41. 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)
CulinaryTerms

42. 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.

43. 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.

44. VocabularyTypes 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
communication

45. Activity
1. Find three technical terms for musician.
2. Find another three technical terms for
artist

46. Palette
Oeuvre
Allegrom
Pizzcato
Semi-Breve
Aerial-perspective
Cresendo
Chiaroscuro

47. Technical
vocabulary
Core
vocabulary
Semi-
technical
vocabulary
A proposed model illustrated of the distinction (or
relationship) among three categories of
vocabulary

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NUR ADILAH
BINTITAJUDIN
170185
LEXICAL APPROACH

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Design of
Language
Teaching
and
Learning
Definition
Conclusion
1) 2)
3)

50. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 50
 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)

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Syllabus
Learning Activitiess
Role ofTeacher
Objective
Role of Learner
Materials
Designing for
LanguageTeaching
and Learning

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Objective Syllabus
To 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

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LearningActivities
Class 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.

54. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 54
Role ofTeacher 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.

55. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 55
Materials
TYPE1
• 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

56. 12/15/2015BBI3435 APPROACHES OF ESP (TRAINING) 56
▪ Attracting students’ attention
to lexical collocations
▪ Increasing students’ retention
Proposed byWOOLARD:
▪ 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

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• 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.

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