ESP and Genre Analysis - Literature review Example

ESP and Genre Analysis Name Subject Professor’s name Institution Date ESP and Genre Analysis Just as teaching procedures of ESP has a link to language and learning, ESP has a link to text as well. (Barber, 1962, Swales 1971) suggest that ESP has adopted various approaches to text analysis. These approaches focus on the fact that texts used in any environment, either academic writing or business, have particular characteristics that distinguish them from other texts. Because the many disciplines that exist within society today are closely related, they should make a point of creating a mutual understanding among themselves. Scholars argue that for a better understanding to co-exist among members of different societies, their institutions, cultures and the many other factors that make up the society should cooperate, because the trick lies within texts. Genres have their unique and intrinsic characteristics that distinguish them from other literature categories. For example, legal language has its unique jargon that is difficult to understand by a nonprofessional speaker who is not professional in the field. The texts may also present a case of ambiguity and irrelevance. Genres differ in register, linguistic features and structure. Their purposes also differ in that they serve different functions. Their audiences also differ in the way they use their preferred genres. Under genre analysis, we analyze the components of a narrative. Although historically genre analysis originated from the ancient Greek rhetoric studies, there is a recent scientific perspective towards it, provided by English for Specific Purposes (ESP). According to Swales (1990), genre is a class of communicative events used by members of a particular community and share a common goal of communication. Socially, Bloor and Bloor (1993) defined genre as a specific product of a social practice described and taught because of its formal characteristics. Roseberry (1997) as a property of a text, which defines it as a sequence of moves and segments further defines genre where each move accomplishes some part of the overall communicative purpose of the text. In addition, it is a social action-taking place in a specific discourse community (Miller 1984). Bruce 2008) further divided genre into two groups; social genre and cognitive genre (Therefore, according to Hyland (1999), genre studies had the purpose of establishing the relationship between language and the context in which it is used. Genre analysis is therefore the study of situated linguistic behaviour in institutionalized academic of professional settings. Further, it has the ability to show a genuine interest in language use to achieve the goals of communication. The goal of communication is to pass a message understandable to the reader of the text and is in a position to respond to the sender by providing feedback. The concept of genre gives us a better understanding of how expert users manipulate the generic conventions to achieve a variety of goals within communication. They do this by combining both the sociolinguistic and the cognitive perspective in the tactic use of language with members of different interdisciplinary committees, whether academicians, professionals and even people who operate in the same workplace. Genre analysis has a variety of prominent frameworks. One of them is corpus linguistics studies, which reveal patters of form and use in particular genres and language areas that are difficult to perceive in other ways and are unsuspected by the researcher. Text analysis as another framework includes the description of texts, analysis of lexico-grammatical systems in register analysis, text linguistics and discourse analysis. Under critical and ethnographic analysis, we collect data both in academic and educational contents. As such, the main objective of genre analysis is to understand and to account for the realities of the world of texts. The real world incorporates various overlapping and conflicting texts meant for communicative purposes. There are various linguistic theories that led to the propounding of genre analysis. Various scholars have contributed to this proposition. Carolyn Miller, for example suggests that the number of genres in any society “...depends on the complexity and diversity of society” (Miller 1984, in Freedman & Medway 1994a, 36). We therefore define genre depending on our purpose and if readers identify it. According to Neals (1980, p. 51), a genre is not systems but rather processes of systemization. Literary genres on the other hand are dynamic in both forms and functions (Buckingham 1993, 137). Genre analysis has a link to into ESP because for speakers to be proficient in a certain field, they have to know the code for that particular genre. This in turn aids in communication. Speakers ought to familiarize themselves to the rhetorical forms and contents of the genre in question in order to attain adequate competence in the use of language. This helps the speakers or the learners to respond to situations in a preferred manner and helps them master the conventions. In case learners face unfamiliar situations, they are able to manipulate words to respond to the situation and hence complete the process of communication. In order to acquaint oneself with the code of a particular genre, one has to master its tools of communication. To master a particular genre, one should be able to produce, consume and distribute the texts provided within the particular genre. Once a speaker has acquired ESP, he or she can use the knowledge both for personal and public purposes. With the knowledge, one is aware of what goes on in ones’ field and hence an important factor for productiveness within the area. One can also use the knowledge to teach other speakers interested in the genre and hence putting into good use its communicative purposes. This is mostly relevant with people within the teaching profession who then impart the same knowledge to their students. They can also help the students master the art of writing and help them out in writing their proposals and in their general presentations. The study of ESP and genre analysis makes connection between language use and language used in communication. ESP focuses on the “registers” of a particular language. It aims at identifying which linguistic features appear in what kind of register, whether legal, medical or even linguistic and then focussing on the linguistic features and ascertains them as unique to a particular field. Equally, ESP studies have become intense in that we no longer study the registers found in fields like science or medicine. Instead, we focus on the varieties of genre used within either science or any other field in question. In addition to such specific studies of linguistic features within language in various genres, we also study how language is used and the purpose it serves the particular field. We can comfortably say then that genre analysis therefore aids in understanding the structure of texts and gaining insight of what the particular text states. One has to be conversant therefore with the genre he or she has interest in and further make an effort in mastering the codes of the particular genre. Genre analysis could also be possible to a learner who has a deep linguistic knowledge, and has acquired a certain level in the study of English. It targets people who have advanced in careers and hence want to acquire more knowledge of the fields they have ventured into in order to have a better understanding of such fields. Discourse community, communicative purpose and genre are intertwined disciplines relevant in genre analysis. These principles set a basis for the need of shared communicative purposes. Genres enable the discourse community to achieve communicative elements. Consequently, a discourse community has to have a common goal in genre analysis. It should also possess a manner of communicating in order to be active members of the said community. According to a contrastive study of SFL and ESP Genre Analysis of English Research Articles in Iranian and English-American Medical Journals; conducted by Nasrin Sayfouri 2010, he alludes that genre analysis literature of Iranian medical articles have not been analyzed to detect the peculiarities of the rhetorical features. The purpose of the study, according to Nasrin, was to discover the rhetorical strengths/weaknesses of Iranian medical RAs in English by comparing the features with those of Institute for Scientific Information-ISI English/American ones. Esp and Australian genre scholars have shown more tendency than the New Rhetoric studies to teaching different genres explicitly and have thus been more interested in construction of models and materials for teaching genres (Hyon, 1996) “ In the SFL genre analysis phase, Iranian articles were shown to use significantly fewer proportions of ideational grammatical metaphor-GM in general, as well as the incongruent forms of qualities compared to English- American(EA) ones. The two groups, according to the research, employed the GM types with a similar pattern of ranking order as well as similar proportions of nominalizations. Genre analysis, an area that attracts research significantly has also been employed by contrastive Rhetoric (CR) and World Englishes(WE) research areas. ESP and SFL (Systematic Functional Linguistic) genre analyses have distinguishing similarities and differences relevant to the study of genre analysis. They both go by the view that there is a relation between contexts socially and its function. They also aid in helping us understand the importance of language in communication. ESP and SFL vary in the sense that they target different learners. SLF targets disadvantaged learners in terms of finance and culture while ESP is for economically and socially advanced individuals. This difference affects the way we approach and analyze genre to the target audience. SFL therefore focuses on explaining and describing within genre. Furthermore, SFL focuses on the relationship between language and the context in which it is used. While genres focus on the role of the language, they express the meaning of a particular context. Bhatia (1999), a linguistic scholar who has contributed so much in the study of ESP and genre analysis contributed to the development of knowledge in an advanced level. He argues that writers must have the general writing skills, generic skills and be able to blend these generic forms in a uniform manner. Therefore, writers should be able to write and be aware of the genre they are making their contribution. Students who lack the knowledge of the genre have trouble in writing reports, essays and even in research presentation as they do not have a particular field to present. Genres therefore are helpful in helping members of its community or users realize their goals and fulfil them and at the same time giving them a sense of belonging through sharing goals and values of a particular genre. Therefore, teaching a genre within ESP is of significant value and importance, genre in this sense being the use of language for communication within a specified context for that particular purpose. We use language to communicate random events but genre still serves that purpose. To distinguish one genre from another, it goes to the extent where we analyze the form and structure of the language used and whether it satisfies the speakers need for communication. The extent to which a particular text or communication is in structure and form and the kind of its users, will determine the kind of genre it is or it belongs to. ESP genre analysis therefore relies on the naming of words within the genre in order to have a better understanding of it. This case therefore answers questions of why particular speakers use a certain genre that others do not. Communication therefore is the key factor that provides a basis for genre thereby linking it to ESP genre analysis. When we define the communicative purpose of a particular genre and whether it achieves its aim, we are therefore outlining approaches of ESP to genre analysis. We look at the genres linguistic features, not linked to grammar, syntax, voice, tone and even style but look at the extent to which it serves us for communication. Over the years, linguistic researchers have provided frameworks that are useful in analyzing genre. Such frameworks are however not limiting to scholars who want to study it their own way. These steps start by placing a text of a particular genre into a functional situation. We then look at the existing literature surrounding the genre of choice. The researcher then his or her knowledge on the particular genre, it users and how they use the genre. The researcher should also seek to establish why the speakers of that genre use it and whether that particular genre serves their purposes of communication. There has to be a bond between the users because the genre should serve their communicative purpose. The researcher should then collect a corpus of the genre. Corpus in linguistics is an important phenomenon that helps us collectively find words related to the topic in question and have a better understanding of it. This involves a research in a language, and for this case within the selected genre to find out how it is used. We present the findings in a book called corpus. Corpus data, usually collected by experts within the said field are in books, magazines, pamphlets, lectures or conversations. The researcher then has to analyze the data within the corpus. He or she focuses on the meaning, word class, syntactic patterns, register, and field of discourse, pragmatic implications and many others. Genre uses language in a special way, unlike how the laypersons use language. A word in a particular genre could have several implications within it while to a lay user; the word just has a single meaning. The researcher has to introduce the ethnographical dimension relating to the genre. This aids in getting a better understanding and informed peek on how the speakers use language. Such an understanding will help the researcher to make right and systematic deductions concerning the genre. The researcher also understands why certain words are within certain situations and their effect on the speakers. We examine the texts separately from the context. By studying the text, we examine the lexico-grammatical features surrounding the genre. Within this category, we look at the tense, clauses and the properties of sentence structure, i.e. syntax. Such kind of analysis deepens our understanding of genres. With this kind of understanding, learners are able to diverge and take part in academic and professional discussions hence boosting their confidence. ESP genre analysis, with the kind of dynamism in language, has undergone some crucial transformations. Nowadays, we look at more than the communicative purpose of a genre, by looking at its purpose and still re-look at it again. A scholarly example of this is the research done by a scholar by the name Swales. He looks at the use of humour in arguments. He argues that it enhances the purpose of the argument. This is particularly important and applicable to essay writing and any other kind of writing meant for readership. He sees it as away to lighten the mood of the participants and hence give a reason to continue with the discussion. Writers in the field also use playfulness to enhance their writings. Apart from communicating, they also serve the purpose of entertaining. The use of attitude markers and questions in literary text is also a tactic by the writer to engage the reader. ESP also recognizes the dynamism in genres. Genres have become inter-related and interactive with each other. One genre leads to another. This radical shift is of equal significance to learners because they are able to understand other genres and hence cope with communicative challenges presented by genres. Hence, it is important to study the ethnography of genres. In a study by Mahmoud Reza atai, in the paper “ a contrastive genre analysis of result and discussion section of applied Linguistic research articles written by native and non-native English speakers with respect to evaluated entities and ascribed values”, the findings of the study had some implications on teaching and material design. The notion therefore that genres are fixed should be discarded and replaced by a view that one can get an insight of other genres and their usefulness. Learners should therefore be aware of the roles that genres play in their lives and this in turn will motivate them to study other genres. This will in turn increase and enhance their process of interaction and improve their production in a dynamic field. Genre analysis is therefore important in the study of all disciplines. This therefore, as linguists argue provides an insight to us that genres are interactive, intertwined, and help to shape the context of a social group. We are therefore able to develop a good working relationship with others and hence better our lives. Critics of ESP and genre analysis priding in the dynamic shift it has taken argue that it depends on the competence of an individual and not performance. Knowledge of genre analysis helps students in communicate with ease in their provisional academic or even occupational fields. It seeks to unravel the language used in texts and break down its complexities to an error free and cohesive text. This will in turn help one advance in their fields and hence enhancing careers. Knowledge of one’s field also gives one various options concerning life decisions. Genre analysis comes in handy when students are carrying out research articles, literature reviews for their particular field of study. One has ease of understanding and presentation. In areas where one is to attend conferences, or contribute to the success of a conference, the knowledge of genre analysis helps one in organizing and producing conference abstracts. Such knowledge is also useful in presenting research ideas of a field, e.g. medicine that one is focussing on. One will be able to provide meaningful and relevant information towards the study. Genre analysis plays a significant role in communication, and especially international communication. Since writing is a difficult task that requires one to organize ideas in a coherent manner, focus on how to teach writing and the unique methods and styles used in writing, and the procedures on genre analysis is on question. Genre analysis had an effect on international communication. International communication takes a variety of forms. Despite the variety, there should be conventional understanding among the communicating parties. In this instance, there should be an appropriate structure for any kind of communication made possible by genre analysis. Students who are focussing on proposals stand a better chance of acceptance when they have knowledge on specific fields. References list Bhatia, KV 1993a, Analyzing Genre: Language use in professional settings, New York, Longman Publishing. Bhatia, VK 1993b, Analysing Genre -- Language Use in Professional Settings, London, Longman, Applied Linguistics and Language Study Series. Bhatia, VK 1999b, “Disciplinary Variation in Business English”, in M. Hewings & C. Nickerson (eds.) Business English: Research into Practice, Prentice Hall, pp. 129-143. Bhatia, VK 1997a, Genre-Mixing in Academic Introductions, English for Specific Purposes, Vol. 16, No. 3, pp. 181-196. Bhatia, V.K 1997b, “Power and Politics of Genre” in World Englishes, Vol. 16, No. 3, pp. 359-372. Bhatia, VK 1998, Discourse of Philanthropic Fund-raising, in Working Papers, IU Center for Philanthropy, University of Indiana, Indianapolis. Bloor, M. and T. Bloor.(1993) “How economists modify propositions”, in W. Henderson, T, Dudley-Evans & R. Backhouse. (eds.) ,Economics and Language. London, Routledge. Bruce, I., 2003, Academic Writing and Genre: A systematic Analysis, New York, and Continuum. Chandler, D., 1997, An introduction to genre theory, The Media and Communications Studies Site, University of Wales Aberystwyth. Crookes, G 1996, towards a validated analysis of scientific text structure, Applied Linguistics, Vol. 7, pp. 57-70 Dudley-Evans, A., (1994), Genre Analysis: an approach for text analysis for ESP, In M. Coulthard (ed.) Advances in Written Text Analysis, London, Routledge. Dudley-Evans, AMJ & St. John 1998, Developments in English for Specific Purposes, Cambridge, CUP Fairclough, N 1992, Discourse and Social change, London, Polity Hyland, K 1999, Academic attribution: citation and the construction of disciplinary knowledge, Applied Linguistics, Vol. 20, No. 3, pp. 341–367 Hyland, K 2004, Genre and Second Language Writing, Ann Arbor, MI: University of Michigan Press Martin, JR 1993, A contextual theory of language. In the Powers of Literacy - a Genre Approach to Teaching writing, Pittsburgh, University of Pittsburgh press Miller, C.R (1994), Rhetorical Community: The cultural basis of genre, In A. Freedman & P. Medway. (Eds.), Genre and the new rhetoric, London,Taylor & Francis, pp. 67–78. Mulkay, M 1985, the word and the World, London, Allen and Unwin Myers, G (1990), Writing Biology: Texts in the social construction of Scientific Knowledge, Madison, Wisconsin: The University of Wisconsin Press Swales, J 2007, Genre Analysis, Cambridge, Cambridge University Press Swales, JM 1971, Writing Scientific English, London: Thomas Nelson Swales, JM 1990, Genre Analysis: English in Academic and Research settings, Cambridge: CUP Swales, JM 1998, other voices: A textography of a Small University Building, Hillsdale, NJ: Lawrence Erlbaum Associates Swales, J.M. (2000),: Language for Specific Purposes. Annual Review of Applied Linguistics, Vol. 20, pp. 59-76. Trimble, 1985, English for science and Technology: a discourse Approach, Cambridge, CUP Wood, AS 1982, an examination of the rhetorical structures of authentic chemistry texts, applied linguistics, Vol. 3, pp. 121-43. Read More