Document Text Contents
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ESP/EGP SIMILARITIES AND DIFFERENCES
2.5 ESP and EGP: Similarities and Differences:
A very hot debate has risen recently about the differences and similarities between
English for Specific Purposes and English for General Purposes (EGP). Hutchinson et al.
(1987:53) provide a short and accurate answer claiming that "in theory nothing, in
practice a great deal". In other words, they argue that as far as the theoretical features of
any language teaching are the same, yet in relation to the practical theories, a great deal
of differences exist between the two. One of the most important differences is the
learners’ awareness of their needs. In contrast, EGP learners are not aware of the specific
needs of learning the language at a particular stage in their life. Most of them see no
relevance of learning a language except for the partial fulfillment of school curriculum
and exam requirements. However, many argue that Hutchinson et al’s statement does not
really settle the whole issue. In fact, there are numerous differences between ESP and
EGP in relation to the subject matters, topics, needs, learning strategies, as well as
motivation. The most important difference lies in the learners and their purposes for
learning English. ESP learners’ needs are mostly well identified unlike EGP learners
whose purposes are either general or unidentified. Widdowson (1983) points out the main
difference between ESP and EGP in relation to learning purpose:
In ESP, it is presupposed that the learners will use the language practically
which is meant to meet their needs in a special context. For that purpose the
course is designed and the course is expected to provide the required
competence to fulfill their needs. In GPE it is not possible to define purpose
in such a way but, here, the course is designed to the potential of language in
general which will be used by the learner whenever he comes across the
situation in future. Widdowson (1983)
In addition, ESP learners are in most cases adults who already have some acquaintance
with English and are learning the language in order to be able to communicate a set of
12
ESP/EGP SIMILARITIES AND DIFFERENCES
2.5 ESP and EGP: Similarities and Differences:
A very hot debate has risen recently about the differences and similarities between
English for Specific Purposes and English for General Purposes (EGP). Hutchinson et al.
(1987:53) provide a short and accurate answer claiming that "in theory nothing, in
practice a great deal". In other words, they argue that as far as the theoretical features of
any language teaching are the same, yet in relation to the practical theories, a great deal
of differences exist between the two. One of the most important differences is the
learners’ awareness of their needs. In contrast, EGP learners are not aware of the specific
needs of learning the language at a particular stage in their life. Most of them see no
relevance of learning a language except for the partial fulfillment of school curriculum
and exam requirements. However, many argue that Hutchinson et al’s statement does not
really settle the whole issue. In fact, there are numerous differences between ESP and
EGP in relation to the subject matters, topics, needs, learning strategies, as well as
motivation. The most important difference lies in the learners and their purposes for
learning English. ESP learners’ needs are mostly well identified unlike EGP learners
whose purposes are either general or unidentified. Widdowson (1983) points out the main
difference between ESP and EGP in relation to learning purpose:
In ESP, it is presupposed that the learners will use the language practically
which is meant to meet their needs in a special context. For that purpose the
course is designed and the course is expected to provide the required
competence to fulfill their needs. In GPE it is not possible to define purpose
in such a way but, here, the course is designed to the potential of language in
general which will be used by the learner whenever he comes across the
situation in future. Widdowson (1983)
In addition, ESP learners are in most cases adults who already have some acquaintance
with English and are learning the language in order to be able to communicate a set of
