SUMMARY: 1st meeting
ESP, or Specific Proposes, refers to specific skills students need to learn in vocational high
schools. These skills include hotel management, accounting, regression, computer, agriculture, and
engineering. English used for these subjects varies, with different vocabulary and structure. For
example, English for hotel management focuses on welcoming guests and understanding
instructions. English for secretary, on the other hand, is used for writing business letters and
confirming schedules for clients and partners.
English vocabulary is essential for students to understand the language used by workers in
various fields, such as engineering, accounting, and hotel management. Students need to learn
specific vocabulary for each major, such as engineering for engineering and accounting for
accounting. English for secretary is different from engineering and hotel management, as it is used
for writing business letters and confirming schedules for clients and partners. Different skills and
needs require different vocabulary for each major.
English vocabulary is essential for students to understand the language used by workers in
various fields, such as computer networks, engineering, accounting, and hotel management.
Different skills and majors require different vocabulary, such as engineering for engineers and
accounting for accountants. Different English for different roles, such as housekeeping, front office,
restaurant, food, and engineering, is necessary for each student's needs. This semester, the author
will discuss ESP and its design.
Esp focuses on designing courses that meet the learner's needs, focusing on their skill level.
Course design involves describing the language, learning model, and student's needs. ISP
stakeholders use terms like want, need, and necessity to describe these needs. Need analysis is
conducted based on the student's skill, target, and language proficiency. For university students,
understanding the textbook used by the university is crucial for continued study.
Students must understand different vocabulary for different fields, such as accounting, civil
engineering, and social science. They must enrich their vocabulary to understand different aspects of
these fields. Additionally, they must improve their English vocabulary to support their English
education. Course design should focus on the approach to teaching, rather than the method. In ESP,
the learner is not the teacher, but rather the student, as the teacher has not fully understood the
student's understanding.
Teachers often adapt to new vocabulary, with senior teachers at vocation high schools
adjusting to various English language contexts. A broad approach is suggested, including course
design, syllabus design, material evaluation, and methodology. Assessment is also discussed,
including UTS and MEAT, and the role of ESP teachers. The course design includes material design,
evaluation, and the use of textbook resources. This approach ensures a comprehensive
understanding of the subject matter.
The model describes a learning center for ESP, explained step-by-step by an experienced
teacher. The next chapter will cover the next topic.
The chapter then moves to understanding English for specific purposes, aiming to help
teachers comprehend its origin and differentiate between English language teaching (ELT) and the
character of English for specific purposes. The chapter also discusses the origin of ESP, its history,
and the character of ELT in English language teaching.
The ESP emerged due to the acceleration of sign and technology, which led to the need for
English among workers. This was particularly evident in the post-World War II era, when Europeans
sought to conquer and colonize other countries, stealing their resources and agriculture. The origin
of ESP can be categorized into three points: the demand for a new world, the expansion of the larger
model, and the need for effective communication.
Since 1945, the people of Lath have evolved, shifting from using weapons to collect and
developing their country. The establishment of Unitechnition in 1945 marked the end of imperialism
and colonialism, leading to a new world of freedom and welfare. Businessmen now need English to
negotiate, introduce products, and communicate with clients from other countries. This shift has
emphasized the importance of language in fostering international trade and communication.
The demand for English in a new world led to its globalization, making it an international
language. People worldwide learned English to develop their countries, importing technology,
negotiation skills, and science. Industrial countries like China, Taiwan, India, Indonesia, and
Singapore became industrial centers, transforming them into 3D trading centers. Singapore serves as
a model for Chapter Two English, highlighting the revolution in linguistics.
Replacement in mystic: Before 1945, no country learned English, even in welfare countries
like Singapore and Malaysia. However, Indonesians, like Bahtyar and Saki, learned Dutch to continue
their studies in Holland. They took around three to five hours to learn Dutch, as they wanted to
continue their studies in Holland. After the Second World War, people learned English due to their
desire and need. This led to the development of vocabulary and grammar in English.
Linguists focus on developing linguistic skills, making it easier for people to learn structure,
grammar, and vocabulary. English has evolved since 1945 due to communication needs in industrial
countries and changing communication methods. English textbooks have been translated and used
worldwide, with many countries sending their youth to study at Cambridge and Oxford Universities.
Japan, for example, learned science from Germany, recognizing the importance of English in their
future.
English remains the world's top language, despite China's industrialization. People learn
English for various reasons, including literature, art, and negotiation. Linguistic development has led
to a re-reflection in linguistic methods, focusing on structure, syntax, speaking, reading, critical
reading, basic structure, and advanced structure. People learn English based on their needs, such as
speaking, writing, reading, and listening. This revolution in linguistics aims to integrate these aspects
and focus on the learners' case.
MINGGU KE 2 OFFLINE, CATATAN DI LEMBAR KERTAS
Summary:
Mon, 26th 09 2023
Traditional grammars, popular during the Renaissance in Europe, particularly in the UK,
focus on grammar rather than culture. This method, known as grammar translation, focuses on
correct English language usage and does not account for cultural differences. Greeks used this
method to learn literature, as it focused on understanding grammar. Traditional grammar classified
words into parts of speech, describing word inflection and syntax. Despite its focus on grammar,
traditional grammars are still relevant today.
Standard Island's exercise grammar focuses on tenses and speech parts, including simple,
present, simple past, continuous, and perfect tenses. Students follow instructions to learn simple,
compound, and complex sentences, followed by discussing speech parts.
Traditional grammar focuses on understanding the use of parts of speech, such as nouns,
pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. These parts are
grouped based on function and meaning. In some languages, they include articles and determiners.
Some grammar treats other word groups, subcategories, and definitions of speech. Pronouns have
two functions: as subjects and objects, possessive pronouns and possessive adjectives, verbs,
changing verbs, tenses, adverbs, prepositions, and conjunctions. Students must learn these materials
in their structure.
In ESP, understanding tenses, grammar, and syntax is crucial for effective communication.
Tenses, including gerund and infinitive, are essential for presenting, discussing, and speaking English.
Syntax is the set of rules for word combinations into phrases or clauses. For example, a present
participle phrase is used in complex sentences to omit a word. Structural linguistic involves
understanding statements, interrogatives, imperatives, and negatives. Understanding syntax is
essential for negotiating with clients and ensuring effective communication. It is crucial to remember
and recall tenses, as simple sentences are better than compound, complex sentences, and present
participle phrases. These skills are essential for successful English communication and understanding
in ESP.
The discussion revolves around the concept of ESP, which focuses on the functioning of
language and writing sentences using notions. Structural linguistics in ESP focus on the fundamental
green mark, which includes the pony morphine lexicon category, non-precious but precious, and
sentence type. The most important aspect for students of ESP is the ability to use English to function
in front of the public. They need to be able to write sentences, state them, ask good questions, and
make negative forms and imperatives. The notion of ESP is influenced by time, number, gender, and
quantity quality. Students need to be able to state their ideas in front of the public, such as using
compound sentences, complex sentences, and present participles. The discussion also covers the
type of sentence needed by students for the first time speaking English.
The text discusses the structure of English speech in ESP, specifically the Necroseries model,
identified by Mosov and Iver and Lottery in 1969. Students mostly use simple present, active,
passive, and passive forms, as well as model auxiliary tools like can, may, and able. These tools help
students understand the consequences of various situations, such as diabetes mellitus, allergies, dog
bites, and electric shocks. The text also highlights the importance of understanding the model
auxiliary tool in ESP projects, such as working hard if healthy and having experience.
In this discussion, we explore the concept of transformational generative grammar (TG) and
its two models: deep structure and surface structure. Chomsky proposed that our minds have a
black book, a record of our desires and language. There are two models of structure: deep structure,
which is the actor of freshness, and surface structure, which is the performance of speakers. Deep
structure refers to sociocultural linguistics, which refers to the social culture of the native speaker.
For example, in the example given by Hutchinson and Water, the structure is the same but
the meaning is different. The first model, John is easy to please, means John receives a place, while
the second model, John is eager to please, means John tries to make people please. The recency of
meaning within the two senses is identical, but the structure is different.
In conclusion, the deep structure and surface structure are essential components of TG
grammar, as they help us understand the meaning and structure of language.
The concept of deep level rule or deep structure, which refers to the ability to understand
new words and guess their meanings. This is similar to the deep structure rule, where competent
individuals can identify and guess the meaning of unfamiliar words, such as "sky creeper" and "multimulti multi multangular power." This understanding of new vocabulary and deep structure is crucial
for success in various aspects of life.
Surface structure refers to the representation of sentences and is an expression of
performance, different from competence, which is a deep level rule. Competent means
understanding new words and guessing their meaning. Communication competence involves not
only formulating grammatically correct sentences but also knowing what to say, where, when, how,
and to whom. For example, in Indonesia, language use varies greatly, with different ways to talk to
adults and parents. Social culture influences the speaker's ability to communicate effectively.
Understanding traditional grandma can help students improve their English into a functional and
notion-based language.