UNIVERSITAS

MUHAMMADIYAH
SIDOARJO

TEACHING ENGLISH
FOR SPECIFIC PURPOSES
Ristha Octhavia 188820300049
M. Fajar Alamsyah 188820300058
Rahmadyanti Y. 188820300068
DIFFERENCES BETWEEN TEACHING ESP & EGP
ASPECTS English for Specific Purposes (ESP)
Communication Goal Focuses on out-of-class communication
Language level ESP learners may have varying levels of
linguistic proficiency
Focus Focus on skills rather than grammar
Classroom Management Continuity throughout the whole course
Relationship with students ESP Practitioner is rarely an expert in the
disciplinary field which may make them
feeling insecure and influence the
relationship w/ students
Appropriate Teaching Disciplines in ESP have their dominant
Methodology methodologies and these may applied to
the ESP classroom.
English for General Purposes (EGP)
Usually only in the classroom
Organised into language levels (beginners-
advanced)
Have a strong focus on grammar
Organised in stages (warm up – closing)
The teacher has a very high status and is
respected by the students, as he/she is the
expert
Communicative-language teaching (CLT) and
task-based learning (TBL)
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ROLES OF THE ESP PRACTITIONER

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 THE TEACHER AS A COURSE DESIGNER

An ESP practitioner does not usually follow an established ESP course with a set of
materials. More often than not the ESP practitioner is expected to play a central role in all
aspects of course design, from needs analysis and materials preparation to evaluation.
Starting with needs analysis: at the very least, the ESP practitioner will supplement a needs
analysis with a short survey of his or her own focusing on the areas he or she feels need to be
included in the course outline. Some ESP practitioners play a central role in course design by
collecting and analyzing needs data and collaborating with stakeholders; course aims and
objectives are then generated.

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 WHAT MAKES AN ESP PRACTITIONER?

• The ideal person

• Most ESP practitioners move from EGP to ESP without any training in ESP.
• ESP teachers need to consider the appropriateness of the methodology and
methods they choose to deliver the ESP course.

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 THE TEACHER AS AN EVALUATOR

• Assesment
Student Assessment is very important in ESP because it relates to the
ability to perform certain communicative tasks.
• Evaluation
Evaluating an ESP course helps determine whether or not it is meeting
its objectives

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THE TEACHER AS AN EVALUATOR

Course evaluation is an essential part of the course-design cycle.