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The Difference Between Esp and Egp

The document discusses the difference between English for Specific Purposes (ESP) and General English (EGP). While there is no theoretical difference, there are significant differences in practice. ESP is more learner-centered and focused on meeting specific learning needs and goals, while EGP is more language-centered and covers general language skills. ESP aims to teach English needed for a specific field or purpose, while EGP teaches general life and culture. Learners of ESP are typically adults with awareness of their language needs, while EGP is taught to younger students focusing on exam success. ESP has a clear path from starting point to known objectives, while EGP has a less defined path.

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Erlan Palayukan
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140 views

The Difference Between Esp and Egp

The document discusses the difference between English for Specific Purposes (ESP) and General English (EGP). While there is no theoretical difference, there are significant differences in practice. ESP is more learner-centered and focused on meeting specific learning needs and goals, while EGP is more language-centered and covers general language skills. ESP aims to teach English needed for a specific field or purpose, while EGP teaches general life and culture. Learners of ESP are typically adults with awareness of their language needs, while EGP is taught to younger students focusing on exam success. ESP has a clear path from starting point to known objectives, while EGP has a less defined path.

Uploaded by

Erlan Palayukan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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University of Tlemcen Dr.

Chamseddine LAMRI
Department of English Dr. Faiza HEDDAM
Module: ESP L3 (All Groups) Dr. Abdelkader BENSAFA

THE DIFFERENCE BETWEEN ESP AND EGP

Hutchinson and Waters (1987) state that there is no difference between the two
in theory; however, there is a great deal of difference in practice. ESP, like any other
language teaching activity, stands on facts about language nature, learning, and
teaching; it is, however, often contrasted with General English.

ESP teaching approach is known to be learner-centred where learners’ needs


and goals are of supreme value, whereas General English approach is language-
centred, and focuses on learning language from a broad perception covering all the
language skills and the cultural aspects of the English speaking community.

Robinson (1980: 6) explained that “the general with which we are contrasting
the specific is that of General education for life, culture and literature oriented
language course in which the language itself is the subject matter and the purpose of
the course”. However, In ESP after the identification and the analysis of specific
learning needs, students learn “English en route to the acquisition of some quite
different body of knowledge and set of skills”.

Further distinction between General English courses and ESP is that, learners of
the latter are mainly adult with a certain degree of awareness concerning their
language needs (Hutchinson & Waters 1987). Whereas, General English courses are
provided to pupils as compulsory module at schools, their unique purpose is to succeed
in the examinations.

Basturkmen (2006) maintains that General English Language teaching tends to


set out from a definite point to an indeterminate one, whereas ESP aims to speed
learners and direct them through to a known destination in order to reach specific
objectives. “The emphasis in ESP on going from A to B in the most time- and energy-
efficient manner can lead to the view that ESP is an essentially practical endeavour”
(Basturkmen, 2006: 9)

Widdowson (1983) establishes distinctive features of ESP and EGP.

The most important EGP features are:

1. the focus is often on education;

2. as the learners’ future needs are impossible to predict, the course content is
more difficult to select;

3. due to the above point it is important for the content in the syllabus to have a
high surrender value.

The most relevant ESP features are:

1. the focus is on training;

2. as English is intended to be used in specific vocational contexts, the selection


of the appropriate content is easier;

3. it is important for the content in the syllabus to have a high surrender value,
most relevant to the vocational context;

4. the aim may be to create a restricted English competence.

To conclude, what is the difference between the ESP and General English
approach? Hutchinson and Waters (1987:53) answer this quite simply, "in theory
nothing, in practice a great deal".
REFERENCES

 Anthony, L. (1997). Preaching to Cannibals: A look at Academic Writing in


Engineering. In The Japan Conference on English for Specific Purposes
Proceedings. Junuary 31st , 1998.
 Basturkmen, H. (2006). Ideas and Options in English for Specific
Purposes.London and New jersey: ESL and Applied Linguistic Professional
Series: Eli Hinkel, Edition.
 Carter, D. (1983), “Some Propositions about ESP”, The ESP Journal, 2:131-
137.
 Dudley-Evans,T.and St Johns,M.J (1998) Developments in ESP a Multi-
Disciplinary Approach Cambridge: Cambridge University Press.
 Hutchinson, T. and Waters, A. (1987) English for Specific Purposes
Cambridge: CUP
 Mackay, R. and Mountford, A. (1978) English for Specific Purposes: A case
Study Approach.London: Longman.
 Richards, J.C (2001) Approaches and Methods in Language Teaching 2nd
Edition Cambridge: Cambridge University Press.
 Robinson, P (1991) ESP today.UK: Prentice Hall International ltd.
 Strevens, P. (1977) New Orientations in the Teaching of English.Oxford:
Oxford University Press.
 _________(1988) “The Learner and the Teacher of ESP”. in ESP in the
classroom: Practice and evaluation. Chamberlain and Baumgardener. vol.
6; pp 39-44.

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