This document discusses the main stages of English for Specific Purposes (ESP) development, including: 1) Classical/Traditional grammar, which had indirect influence but provided knowledge of how language operates. 2) Structural linguistics, which challenged classical descriptions in the 1930s and focused on syntagmatic structures and notions. 3) Transformational Generative grammar, which viewed language as more than a reflection of thought. 4) Functional/Notional grammar focuses on language use rather than basic grammar and considers structure, context, and function. 5) Language variation and register analysis consider language differences by context but cannot solely determine syllabus. 6) Discourse analysis examines how meaning is generated between sentences

1. Agbay, Noralyn
Language Descriptions

2. Classical or traditional grammar
6 Main Stages Of ESP Development
Structural linguistics
Transformational Generative (TG) grammar
Language variation and register analysis
Functional/Notional grammar
Discourse (Rhetorical) analysis

3. • Its influence has never been strong and
gives indirect source of influence.
• Being knowledgeable on the classical
description gives us knowledge on how
language operate.
• Latin and Greek grammars are the basis
for the descriptions of English and other
languages
Classical or Traditional Grammar

4. Structural Linguistics
1930s the first real challenge to the classical description
of languages came –The structural or ‘SLOT and FILLER’
form of language description will be familiar to most
language teachers as a result of the enormous influence it
has had on langue teaching since WWII.
In Structural Description the grammar of the language is described in
terms of SYNTAGMATIC STRUCTURES which carry the fundamental
PROPOSITIONS –statement, interrogative, native, imperative, etc. and
NOTIONS –time, number, gender.

5. Transformational Generative
(TG) grammar
Chomsky: if we want to understand how language works, it cannot be
viewed as a reflection of human thought patterns.

6. Deep
Level
Surface
Level
Two Levels Of Meaning:

7. Communicative competence – a
knowledge of ‘when to speak, when not…
what to talk about, with whom, when,
where, in what manner,’
— (Hymes, 1972)

8. It led to the next three stages of
development:
Language variation
and register analysis
01
Language as
function
02
Discourse analysis
03

9. Language
variation and
register analysis
.

10. If we view language as part of a
communicative whole, it is clear
that language use shows
considerable variety
Language varies according to the
context of use It enables us to distinguish:
• Formal from informal
• Written from spoken
• Self-sufficient language from
context –dependent language

11. Language variation gave rise to
the type of ESP which was based
on register analysis
However, register analysis is an
insubstantial basis for the selection
of syllabus items

12. “Research and experiment continue, but in general
the results have not been encouraging… In short,
register cannot be used as a main basis for selection,
because there is no significant way in which the
language of science differs from any other kind of
language” (Coffey, 1984).

13. Functional or
Notional Grammar
Students’ needs are not to learn the basic grammar,
but rather to learn how to use the knowledge they
already have.
Structure + Context = Function

14. • Notions reflect the way in which the human mind
think.
• It is difficult to divide up the learning tasks into
units of equivalent value across the various
languages on the basis of formal grammar
• Functions are concerned with
social behaviour and represent
the intention of the speaker or
writer
• Notions and functions represent the categories of
human thinking and social behavior so
approximate equivalence can be achieved

15. Discourse (Rhetorical)
Analysis
How meaning is generated between sentences

16. Can I go out to play?
I think I’ll go out for a walk.
Have you cut the grass yet?
It’s raining
It’s raining.
It’s raining.
It’s raining.
I think I’ll go out for a walk.

17. The ultimate aim of discourse analysis is to make
learners into more efficient readers, by making
them aware of the underlying structure of a text
and the way in which language has been
organised to create structure.

18. Describing a language
is not the same as
describing what
enables someone to
use or learn a
language.
Describing a language
for the purpose of
linguistic analysis does
not necessarily carry
any implications for
language learning.
Keep in Mind
There is no single from
which a language
course can, or should,
derive its linguistic
input.