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ESP &EGP are equally important

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 ESP and EGP are equally important

Prepared by : Muntaha Ali ALmomani

Muntaha farah samardaly

1
 ‫اﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﺨﺎﺼﺔ واﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﻋﺎﻤﺔ ﻤﺘﺴﺎوﻴﺎن ﻓﻲ اﻻﻫﻤﻴﺔ‬

‫اﻻﺴم‪ :‬ﻤﻨﺘﻬﻰ ﻋﻠﻲ اﻝﻤوﻤﻨﻲ‬

‫ﻤﻨﺘﻬﻰ ﻓرح اﻝﺴﻤردﻝﻲ‬

‫اﻝﻤﻠﺨص‬

‫ﻫذﻩ اﻝورﻗﺔ ﺘظﻬر اﻝﻌﻼﻗﺔ ﺒﻴن اﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﺨﺎﺼﺔ واﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض‬

‫ﻋﺎﻤﺔ‪ ،‬ﻓﻲ اﻝﺒداﻴﺔ ﺘم اﻝﺘرﻜﻴز ﻋﻠﻰ أﻫﻤﻴﺔ اﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﺨﺎﺼﺔ ﻓﻲ ﺘﻌﻠم اﻝﻠﻐﺔ‬

‫اﻻﻨﺠﻠﻴزﻴﺔ‪ .‬وﻜذﻝك ﺘم اﻻﺸﺎرة اﻝﻰ اﻝﻔرق ﺒﻴن اﻝﻨوﻋﻴن ﺤﻴث ان اﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﺨﺎﺼﺔ‬

‫ﺘرﻜز ﻋﻠﻰ اﻝﺘطﺒﻴق ﻻ ﻋﻠﻰ اﻝﻨظرﻴﺔ ﺒﻴﻨﻤﺎ اﻝﻠﻐﺔ اﻻﻨﺠﻠﻴزﻴﺔ ﻹﻏراض ﻋﺎﻤﺔ ﺘرﻜز ﻋﻠﻰ اﻝﻨظرﻴﺔ‬

‫ﻝﻠﺘطﺒﻴق‪ .‬وﻓﻲ اﻝﻨﻬﺎﻴﺔ ﺘم اﻝﺘوﺼل اﻝﻰ أن ﻜﻼ اﻝﻨوﻋﻴن ﻤﺘﺴﺎوﻴﺎن ﻓﻲ اﻻﻫﻤﻴﺔ وﻴﻜﻤﻼن ﺒﻌﻀﻬﻤﺎ‬

‫اﻝﺒﻌض‪.‬‬

‫‪2‬‬
Abstract

This paper attempts to show the relationship between (ESP)

English for specific purposes and (EGP) English for general purposes.
First it tries to fix the place and the importance of ESP in learning
English.

Als, it shows the distinction between (ESP) and (EGP); ESP

focuses on practice rather than theory (EGP) focuses on theories rather
than practice. At the end it tries to claim that (ESP) and (EGP) are
related to each other, complete each other and equal in the importance.

3
 Introduction:

English for specific purposes (ESP) has been attracting a great

deal of attention in English language education as well as English for

General purposes. (EGP). EGP is abroad diverse field of English

language teaching (ELT). In the 1960s,it was particularly associated

with the notion of a special language. It has grown to become one of

the most prominent areas of language education today. The growth of

ESP can also be observed from the publication of international journals

dedicated to identifying aspects of ESP needing development and areas

into which the practice of ESP may be expanded.

In Jordan, the growth of ESP in the past ten years has been rapid

and definite. In 1996, ESP developed and implemented by Jordan

University of science and Technology. (JUST). It became the first

institution in Jordan dedicated to the development of ESP materials and

Curricula in place of the more traditional English for general purpose (

ESP) Coursed offered by the most Colleges, Universities in Jordan.

The shift from EGP to ESP aims to focus on learners 'needs and

abilities. According to ESP, learners is the most important element in

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language teaching process, so it is very important to increase their

motivation for English learning and to help students prepare for

demands of English in their future careers.

The demand for ESP has led some higher education authorities

and administrators to claim that (ESP) should replace EGP, the rational

explanation behind their claim is as follow: 1) ESP is designed to meet

the specific needs of the learners; it views student's needs as the first

priority. 2) ESP is better to be studied during College more than (EGP);

College English should be more advanced , more specialized, and math

students' majors of study, and finally, compared with EGP, ESP, is more

effective in increasing students' learning motivation because it relates to

their fields of study and caters to their needs (Chen, 1993). (ESP) is

centered not only on the Language (Grammar, lexis, register), but also

on the skills and discourses that combine the development of linguistic

information.

Origins of ESP

Hutchinson and waters (1987) identified three common reasons to

the emergence of all ESP: the demands of a Brave new world, a

revolution in linguistics, and focus on the learner. First, second world

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war in (1945), exerted pressure on the language teaching profession;

thus it has created a new generation of learners who must learn English

to satisfy the demands of the modern world. The second reason was a

revolution in linguistics the growth of English courses focused on specific

and language demands.

The shifted the focus away from theories to practice, from

analyzing the formal structures of language to investigating the ways in

which language is used. Hence, in the late 1960s and the early 1970s

there were many attempts to describe English for science and

Technology (EST). The final reason listed by Hutchinson and waters

(1987) has much to do with educational psychology. Instead of viewing

learner as a passive receiver, learner was seen as an active sender.

Anyway, learners were seen to have different needs and interests will

improve their motivation and thereby make learning more effective.

Dudley – Evans and StJohn's (1993) show that, the interaction

between applied linguistic and ESP traced many factors that contributed

to the ESP development: 1) The balance between theories and practice.

2) English for academic purposed. 3) Trends in English for occupational

purposes, and finally. 4) Authenticity of text and purpose.

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 Hutchinson and waters (1987) identified three approaches to ESP

course design. Language centered course design draws a direct

connection between the analysis of the target situation and the content

of the ESP Courses. Skills- centered course design, this approach

focused more on language use than on language learning – centered

approach. Learner skills and knowledge are important in order to make

sense of the new information. This approach focuses on both

competence; (what learners know) and performance (what do learners

do).

ESP in contrast with EGP

what is ESP?

There are several definitions for ESP, are all focused on ESP as

defined as to meet specific needs of learners and designed for specific

deisciplines. Strevens (1988), Dudley – Evans (1997) defined ESP by

identifying its absolute and variable characteristics.

Their definition makes a distinction between absolute and variable

characteristics.

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Absolute characteristics:

1.ESP designed to meet learner's needs and abilities.

2.ESP makes use of underlying methodology and activities related

in content.

3.ESP is centered on the language appropriate to those activities in

syntax, skills, discourse.

Variable characteristics:

1. ESP may be designed for specific learners and purposes in a

specific situation.

2. ESP may be used in a different methodology from that of general

English.

3. ESP is generally designed for intermediate or advanced students.

4. ESP is likely to be designed for adult learners, either at a tertiary

level institution or in a professional work situation.

5. Most ESP course assume some basis, knowledge of the language

system, but it can be used with beginners (1998, PP.4-5).

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 Hutchinson and waters (1987) ESP as" an approach to language

teaching in which all decision as to content and method are based on

the learners' reasons for learning" (P-19). ELT English language

teaching has many parts; (EAP) English for occupational purposes

(EMP), English for medical purposes), (EBP) English for Business

purposes) and (EST) English for science and Technology. Whatever

name it assumes focuses on practice rather than theory and it is a term

connoting for more effective and more useful English language

instruction.

What is English for General Purposes (EGP)?

(EGP) English for general purposes refers to the traditional way of

teaching English, where learners need can't be specified. It regards

teaching English as a broad foundation, in which the learners' needs,

abilities, interests and the specific goals of their learning are ignored. It

concentrated on theory rather than practice, the main goal of it is to

state theories and principles with little interest of application. Normally,

(GEP) refers to the school context; It accounts a school based learning

of a language as subject element within the overall school curriculum.

9
 At the definition level, there is a clear connection and proportion

between (EGP and ESP). Widdowson (1983) accounts for distinctive

features of (ESP and EGP). The focus of EGP: 1. Is often on education

I mean, it focuses more on the theoretical parts rather than practical

ones. 2. English needs of the students are impossible to predict, course

content is more difficult to select. On the other hand, the focus of (ESP)

English for specific purposes is: on training rather than education; that

means it focuses more on practical parts rather than theoretical ones. 2.

English needs of the students are the most priority to select; learners'

needs, interests and abilities are the most important to pay our attention

to.

These distinctive features show the true nature of both, ESP and

EGP based on it, one can find the overlapping areas and keep track of

GE in ESP. Much of discussion presented up to now about the definition

and the relationship of ESP and EGP. So, it is better to show a clear

vision on the role of (EGP) and its trace in a typical ESP classroom vise

versa.

General English (GE) versus English for specific purposes (ESP).

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 It is not clear where ESP courses end and (EGP) courses begin

(Anthony 1996). ESP approach is based on analysis of learner needs

and their own personal specialist knowledge of using English. So, the

line between (EGP and ESP) is not clear and very thick. Hutchinson

et.al.(1987:53) remark the differences between EGP and ESP to be " in

theory nothing, in practice a great deal". (EGP) English for General

purposes concentrate on teaching English in general. The primary aim is

to give the learners a course that may face their urgo to know and

understand certain language in general, but when it comes to ESP,

teachers give more importance to needs analysis of the learners.

English for general purposes normally facilitates the learner to

acquire a good knowledge of the four language skills: listening, speaking

reading and writing to improve their level. However when we

concentrated on the four language skills, ESP can be approached (

Harding 2007) stresses that the general skills that general English

teacher uses are also applicable to ESP> HE suggests that teachers

should:

- Think about what is needed.

- Understand the nature of the student subject area.

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 - Work out their language needs in relation to their skills.

- Use context, text, situations from their subject.

- Use authentic material.

- Make the task as authentic as possible.

- Motivate the students.

- Take the classroom in to the real world and bring the real world in

the classroom.

The previous points show a clear relationship between EGP and

ESP. The extended use of words from general English for describing the

technical drawings. For example, the learners start talking about

buildings and later they learn to use (Technical English for talking about

the project designs.)

The trace of ESP and EGP in practice

a. General comments about ESP classes and its comparison with

EGP ones.

b. Learners and purposes of learning. ESP learners are usually

adults, and they are learning the language to communicate a set

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 of professional skills. In EGP, age of learners varies from children

to adults and learning English language is the subject of the

classes.

c. Based on the purpose of learning. In an EGP class, the

four language skills are stressed equally; they are equal in the

importance. But in ESP, its needs analysis determines which

language skills are most needed. The target situation and the

learners' needs determine which skill is needed. For example,

the skill which is needed for Tourism will be different from that

needed in business.

In atypical EGP class, language is taught in isolation, there is a

concentration on teaching grammar and language structures.

But in ESP language is taught in context; English is taught

according to the student's real world and wishes. The term specific

means English for specific purposes for learning English. That means

ESP enables the learners to use English they know to learn more

English.

The roles of ESP teacher

13
 An ESP teacher is typically one who has experience in teaching

English generally, and adopts teaching skills which are needed to

conduct the ESP class. As an important note is that the teacher need to

look for learners' needs and abilities.

a- Setting goals and objectives:

Establish goals and objectives in ESP courses, then evaluate the

students achievements according to these goals.

b- Organizing courses:

The next step is to design and organize courses according to the

previous objectives and goals. In addition to take into account the

learners achievements (learners needs and abilities).

c- Creating a learning environment:

Learners' need (what do they need) and learners' abilities (what can

they do) determine the learning environment. Interaction between

14
 learners and teacher is the best way to improve learners' skill and

transfer teachers' skills to their learners. So, teachers should:

1. Listen carefully to the students.

2. Give them the feedback.

3. Support them.

4. Build the learners' self confidence.

5. Focus much on the language skills they need.

d- Evaluating students:

Teachers should evaluate their students to identify their

needs and abilities, then design the courses according to their

needs rather than their abilities.

The responsibilities of ESP learner:

Learners' abilities, needs, wishes, wants, interests and their

background are important to draw the ESP classes. Accordingly, ESP

learner is the most priority in learning process.

15
 a) Interest and motivation for learning:

Learning will be more meaningful, if the learners have the

interest and motivation to do that. According to ESP, the more

interesting and motivation, the more attention to the language they

read or hear and the more successful.

b) Subject – content knowledge:

The target situation itself determine the knowledge, As a result,

learner can use the previous knowledge and apply it in a real

context.

c) Focus on learning strategies:

Learning strategies are those skills learners need in learning

(ESP). The situation in ESP is different from that in GLT. In

sense, that GLT interest, in teaching English for general purposes

ignoring varing the strategies as a necessary. These strategies

will make learning easier. They permit them to learn faster and

more efficiently.

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EGP and ESP complete each other

EGP focuses on theories themselves while ESP focuses on

practice rather than theories. Only on acquiring then necessary

command over EGP, the learner is encouraged to more head with

ESP. Eventually the knowledge and competence that the learner

gains through (EGP) enables and ensures sustained interest in

the learning and usage of ESP. hence it can be stated that (EGP)

is the foundation of ESP and they related to each other in the

sense that theories and practice complete each other and we

can't separate them. Any theory needs to be practiced and any

practice needs a previous knowledge and theory.

So, we can sum up that both of then are related and

complete each other.

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Conclusions

This paper suggests that ESP and EGP complete each other. The line
between General English (GE) and (ESP) is very thin, its not clear
where (EGP) courses end and (ESP) begin. Teachers teaching General
English concentrate more on the language in general. They aim at
giving the learners a course that may satisfy their urgo to know and
understand certain language but when it comes to (ESP), teachers give
more importance to needs analysis of the learners. General English
facilitates the learners to acquire the four language skills: listening,
speaking, reading and writing, were (EGP) concentrates more on the
principles and methods Briefly we can say (EGP) focuses on theory
where (ESP) focuses on practice.

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 References

1- Anthonul " ESP: what dose it mean? On CUE ". n.d.6 April 2000.

2- Hutchinson, T; waters, A.english for specific purposes: A learning

centered approach. Cambridge: Cambridge university press,
1987.

3- Mackay, R, moun ford,A.(EDS). English for specific purposes: A

case study approach. London, 1978.

4- Harding, k.(2007). English for specific purpose. New York:

oxford.

5- Dudley – Evans, t & st John, M.J (1998). Development in English

for specific purposes : Amulti- disciplinary approach. Cambridge:
Cambridge university press.

6- Harding, K, " English for specific purposes." N.d 14 January 2012

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