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Language and Linguistics Task 1 PART A College Students Need Proficient in Language and Linguistics

   

Added on  2021-05-31

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Task 1

PART ACollege students seeking for entry into law school needproficiency in language hence ESP supports this competency(Huhta, Vogt, Johnson, & Tulkki, 2013). Aged between 19-25 yearsthese college level students may have background knowledge of law. The learning environment often has amulticultural group of learners. The aims and objectives of this unit analysis are to analyze the use of English for Specific Purpose (ESP). Itlooks at learners speaking and listening skills, writing and reading skills for an effective foundation in learning. The legal language is useful inbusiness and professionalslaw. Learners with a background in law are expected to be familiar with how to summarize subject content. ESP is appropriate for learners interested in segments of legal practices. Learning materials have units withlegalcontent and learners should comprehend the content in order to expanding their scope of knowledge (Bezukladnlkov, Kruze, & Mosina, 2013: Fard & Borouieni, 2013). This group of ESP learners develops proficiency in English language for application in law and for communicating in the corporate world.Needs Analysis StrategyThe use of English for Specific Purposes (ESP) in the professional world is for quality communication[CITATION Gol15 \p 30 \l 1033 ]. Languageis essential for specific purposes and targets learners with certain academic and professional needs (Wozniak, 2010). Legal students are college level learners pursuing a career in legal studies. Learning material in their coursesinvolve knowledge acquisition, comprehension of content, grammar competencies and authentic language applications[ CITATION Bha14 \l 1033 ]. Purposeful language allows the learner’s to engage in learning effectively. In this context the application of Language for Specific Purposes is for specific needs considered. The methods used when determining these needs depends on the level of the learner. At college entry the student is joining the legal profession at an undergraduate level. The first-year students have started learning different subjects in Law and they need a grasp of basic terminologies in the subject area (Wozniak, 2010). These are learners familiar with the subject hence require a LSP course design with structural features of the language, its professional focus and theme or genre. Ellis, Loewen, & Basturkmen (2005) recommend the use of LSP as acritique in the development of learning material that is practical and based on the learner needs.a)Reading skillsHandford Michael (2010) explored linguistic features to identify the use of language clusters in business perspectives. Using a cluster of two the analysis, he looks at gaps in listening, speaking and reading skills as well as writing and reading. The target learners, in this case, are college students focused on sharpening professional skills. At a higher education level, reading skills are essential for professional development. At this level, the teacher empowers thelearner by refining the knowledge through advanced knowledge for professional development. Concepts used in the learning materials include the development of competencies through a wide range of activities. Reading strategies in advanced learning also incorporate learner participation in research, presentation, personal and group participation(Doughty & Williams, 1998). Through wide reading, classroom research and language improvement, the learners gain confidence for communicating in their area of study. The use of language as a tool for communicating in the legal industry is critical. Adult learning strategies include motivation and cumulative learning. Successful implementation of this learning strategy involves knowledge transfer through subject-based learning.b)Listening skillsLanguage for specific purposes (LSP) is applied linguistics that focuses on education, training, and subject-based language (Long, 2005). Target learners in this course depend on listening skills to make responses and presentations. Listening deepens an understanding of legal concepts for accuracy in practical applications. Through listening activities, reading, language use and text a student captures the academic content designed for a desired professional outcome. In this case, learning strategies include direct and indirect learning(Crawford, 2002). The learner uses the legal language to communicate in the professional field. Targeting both men and women, this Chapter demonstrates a close connection between content and instructions. The legal industry comprises of learned professionals who require certain expertise. The specific content theme has a purpose of preparing learners in the post-secondary level forthe legal profession. In a multicultural group listening boosts the group learning experience giving the learner an edge in social interaction. The Chapter highlights the meaning of unknown words in the profession in order to develop vocabulary effectively.c)Writing skills

These learners require an effective learning process that befits their level of education and professional development (Canale& Swain, 1980). Adult education has a framework focused on personal development, vocational, formal and informal learning. Mature students need an organized system environment for knowledge and skills transfer. With an objective of creating social, economic and cultural benefits the writing skills enhance professional and personal skills. Incidental learning provides opportunities for graded college entrants to grow through reading and writing. Academic and nonacademic texts support learner’s quest for reading. Learning how to use new words in phrases, in sessions is effective for advanced learner’s academic presentations (Harding,2007). The process of elaborating words through meaning, grammatical patterns, and lexis demonstrates productive knowledge[CITATION Gol15 \p 12 \l 1033 ].d)Speaking skills Continuing education refers to formal education that starts from schools and progresses to college level. It defines the professional development through vocational training. Entry level in college prepare for advanced education through different situations. Learning to speak is important for a multifaceted approach to learning. English as a core language for teaching is an integral part of legal studies(Brown, 1994). The learners need effective speaking tasks in the legal genre for themed learning and legal presentations like legal defense. The learning process facilitates for reflective learning to establish the development of language skills within the specificsubject. This means the application of language in formal and informal communication. Proficiency in vocabulary is part of strategic learning and incorporates integrated techniques namely, listening skills, reading, speaking and writing skills. Theme-based units have task-based subcategories with content based on the subject genre. This is important for the college learning situation because it allowsstudents to gain the necessary skills effectively (Nassaji&Fotos, 2004). It also supports intellectual development which compliments critical thinking in speechand presentation (Flores, et al.,2012).Unit AnalysisMason (2011)presents an English book for Lawyers. Chapter 1 introduces learners to the profession with a captivating title “The Legal Profession”. This has section 1A and 1B which discuss critical areas of the legal profession. 1A covers five segments with a foundational exam at the end of it. Although Section 1A starts off with vocabulary development (Aretemeva & Freedman, 2008). Section 1B touches on grammar aspects with prepositions and letter writing skills. This gives a basic guide with writing skills for the specificarea of study. This is a preliminary chapter on using knowledge in practice. The vocabulary check captures key terms in areas of law. This makes it reliable ESP learnersguide with adefinition of key terms for the legal profession[CITATION Mas11 \p 9 \l 1033 ].Professional law involves titles of people in the legal profession and exercise 1 and 2 of the first subtitle “Workingin Law” captures important words such as ‘attorney, practice, barrister and attorney. Learners need to differentiate these terms so further exercise in Sections 1A and 1B distinguish type’s roles in this industry. The exercises also incorporate a question an answer approach that engages the students learning skills. Learners can fill in the gaps while researching on the answers (Hyland, 2002: Hyland, Bundles in academic discourse, 2012).The Chapter has a structures designed for communication purposes. Letter writing, listening skills, text overview and language are clearly titled.This chapter has specific segments that unpacking through sections and connected subheadings (McGrath & Kuteeva, 2012). Filled with numbered exercises, the sections present sentence analysis questions to test the learners writing skills (Basturkmen, 2010). Chapter 1 also has comprehension questions with the “true verses false” answersin exercises 1 and exercise 3 on page 30. Focusing on important words, the sections have lists of vocabularies in alphabetical order. This makes it easier for the student to find words. Covering areas of law, exercise 2segments test the learner’s knowledge of specific areas of law. For example, exercise 8 is on land law[CITATION Mas11 \p 18 \l 1033 ]. The effective use of space ensures that all these exercises fall within the same page. Its structure enriches the student with a variety of exercises including vocabulary and sentence development (Basturkmen, 2010). Although the Chapter has a number of exercises, it has limitations in that it focuses on vocabulary and word formation at the expense of other communication activities such as reading, speaking and listening skills (Bezukladnlkov, Kruze & Mosina, 2013). It would be appropriate to incorporate activities like role plays. None the less, exercise 3 on page 14 has a matching exercise that would come out effectively as a reading or role play exercise. Contemporary language activities include the use of audio visual elements in an LSP book. This serves as a motivation for learners in a new subject area[ CITATION Bez13 \l 1033 ]. Matching exercise covered in the chapteriseffective for this foundation course but the overconcentration on this strategy

compromises the quality of the course book making the content monotonous. Letter writing skills are important in the legal profession as indicated in page 30-32 but learners need a scope of additional legal documents like Affidavits. What makes the Chapter appropriate for the adult learner? Using a blend of subject relatedwords and phrases; this approach captures part of the learning objectives in the course book as well as the curriculum (Bhatia, 2014). Professionals in any field require competencies and theinstructional material strives to fulfill this (Christie, 2013). Teaching methods include the use of quality content designed with the learner’s interest in mind. Incorporating engaging videos or audios targeting the learner reflects a contextual perspective. This chapter needs a strategy that makes the learner to look forward to the next section (Richards & Rodgers, 2014). Chapter 1 may have a good introductory approach but it lacks other language elements such as writing for professionals and public speaking which is critical in the legal practice. This course design hasanumber of reading exercises such as Exercises 2 on working in law featured on page 10. A vocabulary overview on page 34 complements the learning exercise giving the learner deeper insight. The chapter connects with the real world application of language in the legal profession through a barrister advertisement on page 26.English for Specific PurposesDelicia (2008) discussesEnglish for specific purposes (ESP) with reference to international communication. According to Delicia, the contextualization of language depends on the environment. The functional role of language identifies the language elements such as the pragmatic, lexical, morphological and syntax. These are essential to understanding the meaning of language and sentence formation. Students look at the reading material by recognizing the reading material and its content. Chapter one has a variety of vocabulary exercises but would benefit more with listening, speaking, writing and reading exercises (Brown, 1994). The use of exercise in Chapter 1 provides learners with an overview of different subject areas. For example, exercise 2 of each section has areading part which is a core area for learners in law because of the legal exercises such as. Efficiency in language-based learning comes from the successful implementation of knowledge in the right context (Aretemeva & Freedman, 2008). Grammatical patterns enhance proficiency for the wider context (Tomlinson, 2012). Learners learn ways of creating meaning, determining the relationship between clauses and sentences (Samuda & Bygate, 2008). The repeated exposure to words in the industry is one way of polishing learners for their profession(Basturkmen, 2010). Acquisition of knowledge in adult education is through incidental as well as intentional learning activities. Reading for wider knowledge means the achievement of fluency and recognition.Learning strategies such as cooperative learning and discussions lead to familiarization with the formal knowledge of the language (Canale & Swain, 1980).Nation & Coxhead (2001)discuss the development of academic vocabulary pointing out the need for learners in higher education to embrace an independent approach to learning (Vandergrift, 2004). This is an effective mode of placing emphasis on knowledge development. Learners in college have an extensive exposure to learning. Content-based Instructions like Masons Chapter 1 (2011) bridge the gap between learning and practice. Knowledge applicationin different situations becomes effective through strategies such as extensive reading. Contextual learning is strategic and it leads to improvement when strategic readers apply the knowledge over a long period (Canale & Swain, 1980).Material Selection and DesignModesBasturkmen (2010, p. 16) argues that language comes in variety and that basic language overlaps with other modes like the technical lingo.Relevance in learning materials relates to the learner’s goals and interests. In Masons Chapter example, the learners are seeking proficiency in legal studies hence will find learning material that is specific to their needs (Christie, 2013). English as a tool for communication in college takes a subject-specific approach. English learning modes have structured lessons for technical development. A complete cycle of learning includes the incorporation of linguistic features, learner reflection, and competency (Crawford, 2002). Reflection exercises for college students acknowledge that each learner has their own experience in learning. The use of top-down and bottom-up approaches depends on the learner expectation, course objectives and reading strategies employed(Day, J., Krois-Linder, A., & Translegal, 2011)Genre and Systemic Functions of Linguistics

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