ESP
Peter
Strevens (cf. 1988, p.1-2) defines
English for Specific Purposes (ESP) by making a distinction between its
absolute characteristics which is designed to meet specified needs of the
learner.
The objective is to meet specific needs
of the learners which are:
i)
English for Academic Purposes
ii)
English for Occupational purposes
-
ESP combines development of linguistic skills
together with expertness of specific information.
Characteristics of ESP
1)
Absolute ESP
-
ESP needs the learner’s specific needs
-
ESP is related in content to particular
activities and occupations
-
Is also in contrast with general English
However,
according to Dudley-Evans, T & St John, M.J (cf. 1998) offered a modified
definition and expressed their view on variable characteristics which are:
2)
Variable ESP
-
ESP may be used in specific teaching situations
or methodology
-
ESP is likely to be designed for adult learners
-
It may also be used to teach intermediate and
advanced students.
The
most relevant features of ESP are:
-
The focus is on training
-
The aim is to create a restricted English
competence.
Therefore,
ESP is the way how to teach English with approximation method for specific
purposes. Besides that, English will be taught differently among various
different fields.
EGP
English
for General Purposes (EGP) refers to contexts such as schools where needs
cannot be readily specified. It is more useful to consider EGP providing a
broad foundation rather than a detailed and selective specification of goals
like ESP.
From
Widdowson’s point of view (1983) there are several know features of EGP
i)
The focus is often on education
ii)
As the learners’ needs are impossible to
predict, the course content is more difficult to select
iii)
Due to the broad selection of course content,
the syllabus will have a high value.
The
age of EGP learners varies from child to adult.
Mostly focus on grammar, language structure and general vocabulary. It
is also responsible to the general language acquisition and for the vast
majority of the learners. According to Hutchinson and Waters (1987), they state
that there is no particular difference between ESP and EGP.
- Essentially, the English Language is
practiced for education in junior and senior high schools.
- Learners are introduced to the sounds and
symbols of English as well as to the lexical,
grammatical and rhetorical elements that compose spoken and written
discourse.
EGP
|
ESP
|
It focuses on context
such as schools where the needs are not specified.
|
It focuses within the
broader professional framework ELT.
|
A broad foundation
|
Detail and selective
specification of goals
|
It is used in
education system
|
Focusing on training
|
Varies from children
to adult
|
For adults who already
has exposed with English language
|
Used as a subject in
class
|
Used for professional
skill in order to perform particular-job-related function
|
Syllabus-centred
|
Learner-centred
|
Four skills are
stressed equally (Speaking, Listening, Writing and Reading)
|
The skills are
determined by the needs analysis
|
Emphasize on context
|
Focusing on the
grammar and structure
|
 |
 |
Far. M.M. (2008). On the relationship between ESP & EGP : A general perspective. http://www.esp-world.info/Articles_17/PDF/On%20the%20Relationship%20between%20ESP%20&%20EGP%20(Mohseni%20Far).pdf
Tomlinson. B. (2014). Developing materials for English teaching.
Bloomsburry production.
Valeria. A, (2010). A general
view on the relationship between EGP and ESP. http://www.cls.upt.ro/files/conferinte/proceedings/2010/08_Popescu_2010.pdf
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