The document discusses different approaches to language description that are relevant to English for Specific Purposes (ESP). It outlines classical/traditional grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional/notional grammar, and discourse/rhetorical analysis. For each approach, it provides information on developers, interests, and how the approach describes language. The conclusion emphasizes that communication has structural, functional, and discoursal levels that complement each other, and distinguishes between performance and competence.

1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
PROGRAMA INGLÉS
INGLÉS PARA FINES ESPECÍFICOS
Language Description
in English for Specific Purposes
Alexis Centrella Vegas
May, 2012

2. LANGUAGE DESCRIPTION
 Classical or Traditional Grammar.
 Structural Linguistic.
 Transformational Generative Grammar.
 Language Variation and Register Analysis.
 Functional/Notional Grammar.
 Discourse (Rhetorical) Analysis.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

3. Clasical or Traditional Grammar
Correctness.
 Emphasize Linguistic purisim.
Literacy excellence.
 Categories Number, gender, person, tense and voice.
 Model Latin and Greek.
 Interest Form of the language.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

4. Structural Linguistic
Saussure.
 Developers Bloomfield.
Sapir.
 Interest The surface structure of the language.
Language is described in isolation
There is a kind of formula
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

5. Transformational Generative Grammar
Deep Organization of thoughts = Competence
 Levels
Surface The expressions of thoughts = Performance
Analized from the human mind.
 Language
Viewed as a function.
Sintax, non-verbal communication,
 Study of language medium, channel, role relationships, topic,
purpose of communication.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

6. Language Variation and Register Analysis
Knowledge Medical, Social, Scientific, Legal English
 Context
Area of use Technical manuals, Business meeting, etc.
Formal/Informal; Spoken/Written; Self-
 Context of use
sufficient/Content-dependent.
 Register Selecting of syllabus items.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

7. Functional/Notional Grammar
 Functional Social behaviour.
 Notional How humans think.
ESP uses the kwnoledge
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

8. Discourse (Rhetorical) Analysis
 Sociolinguistic Context Meaning changes.
An utterance acquires meaning by
 Discoursal meaning virtue of what utterances it precides
or follows.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

9. Discourse (Rhetorical) Analysis
- Can I go out to play? - Have you cut the grass yet ?
- It s raining. - It s raining.
- I think I ll go out for a walk.
- It s raining.
- It s raining.
- I think I ll go out for a walk.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

10. Discourse (Rhetorical) Analysis
a) Learners are made aware of the stages in certain set-piece
transactions associated with particular specialist fields.
b) The central feature in ESP has been materials which aim to
explain how meaning is created by the relative position of the
sentences in a written text.
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press

11. Conclusion
 All communication has a structural level, a functional
level and a dirscoursal level. They complement each
other.
 It is important to make a distinction between what a
person does (performance) and what enables them to do
it (competence).
Taken from: Hutchinson , T & Waters, A. (1991). English for Specific Purposes. Great Britain: Cambridge University Press