The document discusses theories of language learning and language descriptions. It covers 6 major theories of language learning: behaviorism, mentalism, cognitive code, affective factor, learning vs acquisition, and models of learning. It also outlines 6 approaches to language description: classical grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional grammar, and discourse analysis. The conclusion states that language descriptions break down language systems for learning purposes, while theories of learning relate to approaches to learning and their relevance to ESP.

1. Language Description
& Theories of Learning

2. Group 3
RINDI YANI
DENY FERDIANSAH
Motto Hidup :
Kalau Bisa 2, kenapa harus 1.
Motto Hidup :
Kalau Bisa nanti, Kenapa harus sekarang.

3. Theories of learning is the conceptual framework describing how
information is absorbed, processed ang retained during the learning.
Learning language means the understanding structure and the processes
of the mind. Unfortunately, we know about the people thinking.

4. LANGUAGE
DESCRIPTIONS
A

5. LANGUAGE
DESCRIPTIONS
The ideas are drawn from the various
language descriptions that have been
developed by succeeding schools of
thought in Linguistics. The important
thing, we can aplly the suitable
approach to get our goal

6. 1. Clasical or Traditional Grammar
These descriptions were based on analysis
of the role played by each word in sentence.
Language were described in this way
because the classical language were care-
based language where the grammatical
funcionts have different use of appropriate
approach.
2. Structural Linguistics
Language is described in terms of syntagmatic
structures which carry the fundamental propositions
(statement, interrogative, negative, imperative, etc.) and
nations (time, number, gender, etc). There are large
areas of language use that can’t explain. It may fail to
provide the learner with understanding of the
communicative use of the structures

7. 3. Transformational Generative (TG) Grammar
There must be two levels of meaning from
Chomsky: a deep level and a surface level. A
deep level, which is concerned with the
organization of thoughts. Meanwhile the
surface level, where these thoughts are
expressed through the syntax of language.
4. Language Variation and Register Analysis
The concept of language variation gave rise to the type
of ESP, which was based on register analysis. Register
analysis has proved to be an insubstansial basis.

8. 5. Functional or Notional Grammar
Functions are concerned which social
behavior and represent the mention of the
speaker or writer.
6. Discourse (Rhetorical) Analysis
a. The sociolinguistics context (the relationship between
participants and their reasons for speaking)
b. the discourse meaning (the utterance acquires
meaning by virtue of what utterances it precedes or
follows)

9. THEORIES OF
LEARNING
B

10. a. Behaviourism
The first coherent theory of learning was the
behaviourist theory based mainly on the work of
Payboy in Soviet Union and of Skinner in the
United State.
The are some precepts such as:
1. Never translate
2. New language should always be dealt with in
the sequences: hear, speak, read, write
3. Frequence repetition is essential to effective
learning
4. All errors must be immediatelly correct
Principles of behaviourism or is called of operant
conditioning

11. b. Mentalism
(Thinking as rule-governed activity) In this case learning
as rule-governed activity or learning consist not of
forming habits but of acquiring rules a process in which
individul experiences are used by the mind to formulate
a hypothesis.
c. Cognitive code
Learning is a process in which the learner
actively tries to make sense of data, learning
can be said to have taken place when the
learner has on the data. The basic teaching
technique associated with acognitive theory of
language learning is the problem solving task.

12. d. The affective factor (learner as emotional being)
In this theory, learner try to combine the emotional
factor and cognitive theory in order to take success or
otherwise of a language learning experience.
1. Intrumental motivation
Instrumental motivation is the reflection of an external
needs. It means the learner are not learning a language
because thy want to, but they need to
2. Integrative motivation
A desire on the part of the learners to be members of
the speech community that uses a particular language.
In this case the learner learns the language because
they use it as communicative speech to the others. The
learner to be members of the speech community that
use a particular language. It is an internally generated
want rather than an externally imposed need.

13. e. Learning and acquisition
In this case, learning is seen as a concious process,
while acquisition proceeds unconciously. It means that
when people learning language, automatically they will
acquire it in unconsciously. That is why the both terms
are interchangably
f. Model for Learning
Model of learning will provide a pretical source of
reference for the ESP teacher and course design. It is a
picture that combine all parts of learning process.

14. CONCLUSION
The Language Description is the way in which in the
language system is broken down and described for the
purposes of learning.
The Theories of learning relates to the development in
approaches to learning and considered their relevances
to ESP. We still do not know very much about learning.