-
Tamako Market
Tamako Kitashirakawa is the eldest daughter of a family which runs a mochi shop in her town's bustling Tama-ya shopping district.
-
Vividred Operation
The story is set in a futuristic and peaceful world made possible thanks to the invention of the Manifestation Engine (示ç¾ã‚¨ãƒ³ã‚¸ãƒ³ Jigen Enjin?), which solved an energy crisis five years prior.
-
Ore no Kanojo to Osananajimi ga Shuraba Sugiru
Eita KidÅ enters high school with the aim to attend medical school. Due to his parents getting divorced and his intention to maintain his grades, he shuns anything to do with romance or love.
-
Maoyuu Maou Yuusha
The story is set in a world embroiled by war between Humans and Demons. The Humans' greatest hero invades the Demon King's castle determined to vanquish her. However, instead of fighting back, the King proposes an alliance with the Hero.
MRS.Ruth Wodak is
professor in lancester university and she was born in Austrian (London) at the date of 12 juli 1950.she also a propessor in university
Vienna.Ruth wodak famous field linguistics Critical Discourse.
She is also
affiliated to the University of Vienna where she is currently PI of a 3-year
research project on the "Discursive Construction of National Identity -
Austria 2015" She is also continuing to supervise 6 PhD students at
Lancaster University,one PhD student at Leipzig University, and one PhD student
at University Vienna.She participates in the LIP group Language,
Ideology,and Power which
meets every week during term time, and is also affiliated to CPERC (Cultural Political Economy Research Centre) and
DoM (Dynamics of Memory Cluster) at Lancaster
University.
Why I choose Professor Ruth Wodak as
expert? I Think because a ruth wodak is one of
woman very smart in field CDA.she
have many book and she to have many the popular book one of anyak book ruth wodak very famous is “wodak,Ruth (2015) The politics
of fear : what right-wing populist discourse mean.london : stage. Wodak, Ruth (2011).The Discourse of Politics in Action:
Politics as Usual (2nd revised edition). Basingstoke: Palgrave
Macmillan.,Reisigl, Martin & Wodak, Ruth (2001). Discourse and
Discrimination. London: Routledge.,Wodak, Ruth (1996). Disorders
of Discourse. London: Longman.dalam membuat sebuah buku,Professor Ruth
Wodak dibantu oleh paul Chilton,martin Reisigl.dan a ruth many award winning from
university.
Professor Ruth Wodak
Profile
Ruth Wodak is Distinguished Professor and Chair in Discourse Studies at Lancaster University since 1/9/2004 (personal chair). She moved from Vienna, Austria, where she was full professor of Applied Linguistics, University Vienna, since 1991 (she is still supervising PhD students at the Department of Linguistics, University Vienna).Ruth is past-president of the Societas Linguistica Europea. On February 6, 2010, Ruth was awarded an honorary doctorate by University Orebro, Sweden. In September 2010, Ruth became member of the Academia Europaea. On December 19, 2011, Ruth was awarded the Grand Decoration of Honour in Silver for Services to the Republic of Austria (Großes Silbernes Ehrenzeichen für Verdienste um die Republik Österreich)
She is member of the editorial board of a range of linguistic journals, co-editor of the journals Discourse and Society, Critical Discourse Studies (with John Richardson andPhil Graham) and Journal of Language and Politics (with Paul Chilton). Together with Greg Myers, Ruth edits the book series DAPSAC (Benjamins) (the most recently published monograph in the DAPSAC series is Journalism and Politics).
Ruth's main research agenda focus the development of theoretical approaches in discourse studies (combining ethnography, argumentation theory, rhetoric, and text linguistics); organizational communication; identity politics and politics of the past; language and/in politics; racism, prejudice and discrimination.
Ruth is Emerita Distinguished Professor at Lancaster University. She is also affiliated to the University of Vienna where she is currently PI of a 3-year research project on the "Discursive Construction of National Identity - Austria 2015" She is also continuing to supervise 6 PhD students at Lancaster University, one PhD student at Leipzig University, and one PhD student at University Vienna.
She participates in the LIP group (Language, Ideology, and Power) which
meets every week during term time, and is also affiliated to CPERC (Cultural Political Economy
Research Centre) and DoM (Dynamics of Memory Cluster) at
Lancaster University.
Current
Research
Ruth's main research agenda focus the development of theoretical approaches
in discourse studies (combining ethnography, argumentation theory, rhetoric,
and text linguistics); organizational communication; identity politics and
politics of the past; language and/in politics; racism, prejudice and
discrimination.
Moreover, Ruth's
research projects, apart from the study on national identity politics mentioned
above, include a study on Language change in Austrian German (from
1970 - 2010), while exploring several genres in various social fields (with
Markus Rheindorf, Vienna). Moreover, Ruth participates in an interdisciplinary
team of historians/journalists, psychiatrists and linguists which is
investigating the discursive and psychological dynamics of a unique network
consisting of children of Holocaust survivors and resistance fighters in Vienna
(Kinderjause - Zur Geschichte einer marginalisierten Gruppe; 'Childrens'
party - the history of a marginalised peer group)
In 2012, Ruth edited Critical Discourse Analysis (Sage),
four comprehensive volumes (readers) on CDA, and Advances in Critical
Discourse Studies (with John Richardson, Michal Krzyzanowski, and
David Machin; Routledge). In 2013, she co-edited two volumes about right-wing
populist discourse, Analysing European Fascism: Fascism in Text and
Talk (co-edited with John Richardson; Routledge), and Rightwing
Populism across Europe: Discourse and Politics (co-edited with Majid
KhosraviNik and Brigitte Mral; Bloomsbury). Three articles related to the
latter volume were also published on Opendemocracy. Ruth’s other more recent monograph The discourse of politics in action:
politics as usual, was published in
June 2011 in paperback (second revised edition, with
Palgrave). The co-edited book Migration, Identity and Belonging (with
Gerard Delanty and Paul Jones) was also published as paperback in March 2011
(Liverpool University Press). In 2010, Ruth edited a new comprehensive Handbook of Sociolinguistics (with Paul Kerswill and Barbara Johnstone, Sage) which was published
as paperback 2013.
During her career, Ruth has received numerous awards and honours. In 2013,
she became a member of the British Academy of Social Sciences. In September
2013, she was also honoured by an invitation to speak at the Brucknerfest, an
international music festival held in Linz, Austria, dedicated to music and
artists persecuted by the Nazis (see speech in German).
External
Roles
Ruth is member of the editorial board of a range of linguistic journals,
co-editor of the journalsDiscourse and Society (with Teun van
Dijk [executive editor], Teresa Carbo. and Mick Billig),Critical Discourse Studies (with John Richardson and Phil Graham) and Journal of Language and Politics (with Michal Krzyzanowski and David Machin). Together with Andreas
Musolff and Johann Unger, she co-edits the book series DAPSAC (Benjamins) (the
most recently published monograph in the DAPSAC series is Journalism and Politics).
BRANCH OF DISCOURSE
ANALYSIS
S A.Social Discourse
A social discourse is in
fact never made out of a set of statically dominant ideas, representations,
systems of belief, «ideologies.» It is thoroughly made out of regulated
antagonisms between conflicting images,concepts,cognitive discrepancies,and
incompatibilities that are still relatively stabilized without ever reaching a
state of equilibrium. Social discourse is made out of a set of ideologemes in
tension with each other, of «sociograms» (Claude Duchet) thematizing, on
divergent vectors,conflicting social representations. It is through and beyond
these tensions, conflicts,and compartmentalizations,beyond the cacophonic
rumour of social languages that something like a hegemony will be discovered
producing precedences and arbitrations between conflicting discourses,
concealing topical axioms and basic principles of social verisimilitude,
universal taboos and censorship that mark the boundaries of the «thinkable.»
One should not dissociate from this hegemony the normative imposition of the
legitimate language,a language always saturated with tropes and idioms,
phraseologies and bombastic structures of feeling.
B.Critical Discourse
Critical Discourse Analysis (CDA) is a branch of linguistics that seeks to understand how and why Certain texts affect readers and hearers.Through the analysis of grammar, it aims to uncover the 'hidden ideologies' that can influence a reader or hearer's view of the world. Analysts have looked at a wide variety of spoken and written texts – political manifestos,advertising,rules and regulations – in an attempt to demonstrate how text producers use language (wittingly or not) in a way that could be ideologically significant.
CDA is not a monolithic method or field of study but rather a loose agglomeration of approaches to the study of discourse, all of which are located broadly within the tradition of critical social research that has its roots in the work of the Frankfurt School (Wodak and Meyer 2001).Though having developed,at least initially,largely independently of each other,these approaches are united by a concern to understand how social power, its use and abuse, is related to spoken and written language.
DISCOURSE ANALYSIS
A. DEFINTION
DISCOURSE ANALYSIS
·
Brown and Yule (1983) ) observe that DA examines
“how addressers construct linguistic messages for addressees and how
addressees work on linguistic messages in order to interpret them.”
·
Stubbs (1983:1) describes DA thus:
The term discourse analysis is very ambiguous. It refers mainly to the
linguistic analysis of naturally occurring connected speech or written
discourse. Roughly speaking, it refers to attempts to study the organization of
language above the sentence or above the clause, and therefore to study larger
linguistic units, such as conversational exchanges or written texts. It follows
that discourse analysis is also concerned with language use in social contexts,
and in particular with interaction or dialogue between speakers.
·
Discourse analysis does not presuppose a bias towards
the study of either spoken or written language. In fact, the monolithic
character of the categories of speech and writing has been widely
challenged,especially as the gaze of analysts turns to multi-media texts and
practices on the Internet.
Stef Slembrouck (DA web page)
·
Discourse analysis is sometimes defined as the
analysis of language 'beyond the sentence'
This contrasts with types of analysis more typical of
modern linguistics, which are chiefly concerned with the study of grammar: the
study of smaller bits of language, such as sounds (phonetics and phonology),
parts of words (morphology), meaning (semantics), and the order of words in
sentences (syntax). Discourse analysts study larger chunks of as they flow
together.
Deborah Tannen
(From Linguistic Society of America web
·
While Nunan (1993), states the definition of discourse
linguistics as the study of how stretches of language used in communication
assume meaning, purpose and unity for their users: the quality of coherence (an
interaction of text with given participants/context)
B.
DEFINITION OF DISCOURSE
·
On the other hand Dakowska, being aware
of differences between kinds of discourses indicates the unity of communicative
intentions as a vital element of each of them. Consequently she suggests using
terms ‚text’ and ‚discourse’ almost interchangeably betokening the former
refers to the linguistic product, while the latter implies the entire dynamics
of the processes (Dakowska 2001:81).
·
"Discourse: a continuous stretch of
(especially spoken) language larger than a sentence, often constituting a
coherent unit such as a sermon, argument, joke, or narrative" (Crystal
1992:25).
· Discourse
is written as well as spoken: every utterance assuming the a speaker Foucault,
1972: 80) The specification with the term is that ‘discourse must be used with
its social purpose’ this is the main specification of discourse.
·
According to Cook (1990:7) novels, as
well as short conversations or groans might be equally rightfully named
discourses.
C. DEFINITION
ANALYSIS
·
Analysis means to break something up into
parts,pieces, reason, or steps and look how those peces are related to each other.
·
While Nunan (1993), states the definition of discourse
linguistics as the study of how stretches of language used in communication
assume meaning, purpose and unity for their users: the quality of coherence (an
interaction of text with given participants/context)
·
Discourse analysis does not presuppose a bias towards
the study of either spoken or written language. In fact, the monolithic
character of the categories of speech and writing has been widely
challenged,especially as the gaze of analysts turns to multi-media texts and
practices on the Internet.
Stef Slembrouck (DA web page)
·
Discourse analysis is sometimes defined as the
analysis of language 'beyond the sentence'
This contrasts with types of analysis more typical of
modern linguistics, which are chiefly concerned with the study of grammar: the
study of smaller bits of language, such as sounds (phonetics and phonology),
parts of words (morphology), meaning (semantics), and the order of words in
sentences (syntax). Discourse analysts study larger chunks of as they flow
together.
Deborah Tannen
(From Linguistic Society of America web)
NEED ANALYSIS
Submitted as One of Assignments of English Specific Purposes Course
Analysis for Agriculture
faculty of lancing kuning university
Taught by Indah
Muzdalifah, M.Pd
BY
NAME : Anisa Permai Sari
CLASS : 4 B
NIM : 1488203072
ENGLISH
EDUCATION DEPARTMENT
FACULTY
OF EDUCATION AND TEACHERS TRAINING
UNIVERSITY
OF LANCANG KUNING
2015/2016
TABLE
OF CONTENT
Page
PREFACE
………………………………………………………………………………….. i
TABLE OF
CONTENTS ………………………………………………………………….. ii
ABSTRAK …………………………………………………………………………………iii
CHAPTER I :
Introduction ……………………………………………………… 1
CHAPTER II :
Content …………………………………………………………...
2- 7
CHAPTER III
: Conclusion
………………………………………………………. 8
ii
ABSTRAK
The current paper is the result of the experiments
which took place at the University of Agricultural Sciences in lancang kuning
university concerning the language teaching approach conceived for teaching
English for Specific Purposes (ESP) to students of Agriculture.The students'
training starts from the current state and requiremets of global economy,which
involvecareer-specific terminology in order to coordinate research and to
deliver professional services.
Technical universities require a special
language teaching approach, which combines subject matter and English language
teaching (ESP).Students approach the study of English through a domain which
they have already studied.This approach
is focused more on language
in context than on teaching lexical structures and grammar.Students of
agricultural lancang kuning universities
need a good English in order to communicate
a set of professional skills and to perform job-related functions both at home
and abroad.
ESP should be taught as a subject matter
important to the students,integrated in their real world. Before starting an
ESP course the studentsshould acquire thorough professional knowledge taught during
university lectures,laboratory sessions
and seminars.Reinforcing professional notions,concepts,and ideas
through English vocabulary
and structures integrated
in meaningful contexts increases the students' motivation.They start
using what they learn in their ESP courses right away in their professional
work and studies.The ESP approach
will enhance the students'
interest in their domain,will motivate them to use professional publications in
English and to interact with peers from other countries.
CHAPTER I
INTRODUCTION
English specific purpose (ESP) is learn english for specific purpose to get
the special or specific goals.Needs assesment or need analysis in ESP reaching
ESP should not be considered as a different kind of teaching the language but
rather as an approach as it is also based on the commonly held belief of
teaching language for communicative purposes.The problems that ESP teachers
have are similar to those of teachers of English for general purposes.
Although there are some additional problems that may he beyond methods and
pedagogy especially those related to non-linguistic matters. Students needs
are discussed from different
angles and the theoretical basis of needs analysis
is derived from the ideas of
communicative competence proposed by Hymes
(1972) and Canale and Swain
(1980). Different approaches to needs analysis
and its importance are also
discussed.
Needs Assesment or need have vary depending on the purpose of analysis but
all take the learner as a focus of analysis. Lawson (1979) defines
"need" as "something that is recognized but it is not in any
sense "discovered", and its "existence" derives from
whatever criteria are thought to be relevant in making the diagnoses.This
implies that in order to recognize "needs" one would have to carry
out some kind of assessment or evaluation of the existing situation and the
diagnosis of assessment results would reveal some deficiency.Widdowson (1981)
differentiates "goal-oriented" definition from "processoriented"
definition of needs.The former refers to what the learner needs to with the
language once he or she has learned it,while the latter refers to what the
learner needs to do to actually acquire the language.
Need assesment or need analysis in a language program is often viewed
simply as identification of the language forms that the students will likely
need to use in the target language when they are requared to actually
understand and to produced the language.
CHAPTER II
Content
An ESP course design is usually based on
the specific needs of learners of a particular discipline.The target group in
question is represented by students of agriculture.The ESP course designers
conduct needs analyses to ascertain the
students' target needs
and learning needs
and then integrate
the required linguistic elements and
skills into the
syllabus.
The
pre-course needs analyses
are used to
obtain information and data
concerning 'the need for communicatiom.From the results of the tests,my
research for agriculture students are actually lerning english very important
for them.such as communicating with
foreign peers; reading
professional literature,academic
journals; writing technical and academic articles; attending conferences,
lectures; technical or business
negotiation in English;
reading instructions : writing instructions, visiting and receiving foreign
peers.
We
know english consis tof general English
with technical English. Several courses were organized with the language input
from general to specific,taking into consideration all the skills. For example,in
order to check the speaking abilities general
topics were used,such
as personal data,nature,easy conversations and
storytelling.For know that,we can see the english material for
agriculture faculty in lancang kuning university.
MEANING
OF AGRICULTURE
·
The practice of
cultivating the land or raising stock
·
A large –scale farming
enterprise
·
The class of people
engaged ingrowing food
The
federal departement that administers program that provide servces to farmers (
including research and soil conservation and efforts to stabilize the farming
economy.
There
many word english example nature in agriculture such as word formation
-
MENT
GOVERN + MENT = GOVERNMENT
MANAGE + MENT = MANAGEMENT
JUDGE + MENT = JUDGEMENT
Verb +
Ment = Noun
In
agriculture faculty learn of comparison for paint old comparative.
PARALLEL STRUCTURE
One use of
a conjunction is to connect words or phrases that have the same grammatical
function in a sentence.This use of conjunction is called parallel structure.The
conjuctions used in this pattern are and,but,or,not.
Example :
a.Essa and his friends are coming for dinner
in (a) : noun + and + noun
b.These
shoes are old but comfortable
in (b)
: adjective + but + adjective
c.He wants
to wacth TV or (to) listen to music
in (c)
: infinitive + or + infinitive
Adjective ending in-an
(the most common type)
America American
Indonesia Indonesian
India Indian
Adjective ending in-ese
Japan Japanese
China Chinese
Taiwan Taiwanese
Portugal Portuguese
Adjective ending in-i
Pakistan Pakistani
Saudi
Arabia Saudi ( Saudi Arabian)
DEGREE OF COMPARISON
A.AS……AS
a.Tina is
21 yeals old,sam is also 21
Tina is
as old as sam
b.Mike came
as quickly as he could
as….as is
used to say that the two parts of a comparison are equal or the same in some
way.
In (a) :
as + adjective + as
In (b) : as
+ adverb + as
USING TOO, SO, EITHER, NEITHER
Example
: Potatoes are yummy and carrots are too
Potatoes are yummy and so are carrots
USING TOO, SO, EITHER, NEITHER
Example
: The Farmer doesn’t sell fertilizer and we don’t either
The Farmer doesn’t sell
fertilizer and neither do we
PAIRE CONJUNCTIONS :
BOTH…AND;NOT ONLY…BUT ALSO;
EITHER…OR;NEITHER…NOR
Ø Both
tobacco and tea grow in cold
area
Ø Not only tobacco but
also tea grows in cold area
Ø Either tobacco or
tea grows in cold area
Ø Neither tobacco nor tea
grows in hot area
SUSTAINABLE AGRICULTURE
Various
definition have been provide for what consistutes sustainable
agriculture,ranging from the narrow focus on economics or production to the
incorporation of culture and ecology.Wendell Berry has simply said “
asuitainable agriculture does not deplete soils or people.”
Overtime,the
international alliance for sustainable agriculture and an increasing number of
researchers,farmers, policy –makers and organization worldwide have developed a
definition that unifies many diverse element into a widely adopted,comprehensive
definition a sustainable agriculture is
ecologically sound,economically viable,socially just and humane.
These
four goals for sustainability can be applied to all aspect of any agricultural
system,from production and marketing to processing and consumption.rather than
dictating what methods can and can not be used,they estabilish basic standards
by which widely divergent agricultural practice
and condition can be evaluated and modified,id necessary to create
sustainable systems.the result is an agricultural designed to last and be
passed on to future generations.
Conceived in this sense,sustainable
griulture present a positive response to the limits and problems of both
tradition and modern agriculture. It is neither a return to the past nor an
idolatry of the new .rather, it seeks to take the best aspect of both
traditional wisdom and the latest scientific advances. This result in
integrated,nature-based agroecosystem designed to be self-relient,resource
conserving and productive in both the short and long terms.
TENSES
1.Simple
Present Tense
2.Simple
Past Tense
3.Present
Continous Tense
4.Past
Continous Tense
5.Future
Tense
6.Present
Perfect
7.Past
Perfect
In
agricultural faculty also learn of tenses for passive voice such as:
Ø SIMPLE
PRESENT TENSE
ü The researcher develops agricultural system.
-
Agricultural
systems are develops by the researcher.
Ø SIMPLE
PAST TENSE
ü The
farmers used cows to cultivate the land
-
Cows were used
to cultivate the land
Ø PRESENT
PROGRESSIVE TENSE
ü This
farmer is planting corns
-
Corns are being
planting by this farmer
Ø PAST
PROGRESSIVE TENSE
ü He
was studyng agriculture
-
Agriculture was
being studied by him
Ø SIMPLE
FUTURE TENSE
ü Those
farmers wii build a dam
-
A dam will be
built by those farmers.
Ø PRESENT
PERFECT TENSE
ü We have planted avocado
-
Avocado has been
planted by us
Ø PAST
PERFECT TENSE
ü They had bought a farm
-
A farm had been
bought by them
Exercise of passive voice: CHANGE
THE SENTENCE BELOW TO PASSIVE VOICE!
1.They
promotes healthy vegetables
2.That
company manufactured qualified fertilizer y us
3.The
expert will develop the technique of hydrophonic
4.We
have killed the pst in the farm
5.He
is planting various kind of plants
In
agriculture also learn parallel structure.
One
use of a conjunction is to connect word or phrases that have the same
grammatical function in a sentence.this use conjunction is called parallel
structure.the conjunctions used in this pattern are and, but, or, nor.
Example
: a. steve and his friend are coming for dinner
b. these shoes are old but
confortable
c.he want to watch tv or to listen
to music
A
parallel structure may countain more than two parts.In a series,commas are used
to separate each unit.the final comma that precedes the conjunction is optional
but is customarily used.( no comma is used when there are only two parts to
aparralel structure)
Other
example of parallel structure:
·
A farmer needs
land, seeds and fertilizer
·
In cold area,
people can plant tea, tobacco and cloves.
·
Tom is diligent,
stron and productive farmer.
·
The farmers
plants, water and give fertilizer to the plants regularly.
·
Choose good
seeds, planting in fertile soil and watering regularly are steps o get
qualified plants.
CHAPTER III
CONCLUSION
Interest to
learn English For Specific Purpose is that students are able to master English
in the field they studied, as a benefit in the role of English for
communication tools both oral and written.
English for
specific Agriculture faculty different from general English in English
education department. Lecture materials more focused on the development of
communication skills.. In the course of four basic language skills are also
developed,both speaking,listening,reading and writing.For example study read
and understanding of fertilizer and seed with easy.This is in accordance with
the practice in the field that l requires the four language skills.
So,I think the English for
agriculture is very important and very good for student in AGRICULTURE OF LANCANG KUNING
UNIVERSITY,because many word example about nature can be help the student practice.And English for designed specifically for learners who
possess some familiarity with the English language and who want to learn a
specific aspect to communicate within their chosen profession.Specifically,her
material is designed for farmer professionals who have an interest in learning
career-specific English relevant to their work or studies.