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 als 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

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professional skills and to perform particular job-related functions of a particular field or

discipline. Secondly, as far as the topics are concerned, there is a great difference in terms
of the topics under study. ESP classes focus on the same topic that is relevant to the
working environment. Business learners tend to focus on limited and focused topics like
company structure, business meetings, company departments and other related topics. On
the other hand, in EGP classes, learners are introduced to different themes of different
areas such as sport, health, culture, education, environment and other areas that seek to
provide general knowledge about different issues. EGP curricula also include cultural
aspects of the second language. EGP learners are supposed not only to study the language
isolated from the cultural aspects of nations and people who naturally use that language.
On the contrary, ESP learners are supposed to perform a good, clear and coherent
language within a given working area regardless of the culture of people who come
normally from different cultures.
The topic related focus intends to motivate the ESP learners by establishing a
strong relationship between what they are learning and the needs of their professional
life. Chen (1993) states that 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. As a matter of fact, ESP combines subject matter and English language teaching.
Such a combination is highly motivating because students are able to apply what they
learn in their English classes to their main field of work. Being able to use the vocabulary
and structures that they learn in a meaningful context reinforces what is taught and
increases their motivation. Nevertheless, this topic related policy of ESP classes tends to
have a negative effect on the linguistic performance of the learners when introduced to
other sittings outside their area of interest. Air hostess, for example, will not be able to
communicate effectively in a business meeting since their knowledge of language is

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ESP/EGP SIMILARITIES AND DIFFERENCES

restricted to a set of vocabulary and register related to their professional area. Hence, the
fluent speaker of business will not be aware or will be a very poor learner in other
contexts like engineering or nursing topic related.
The four skills that constitute second language learning and teaching is another
diverging element between ESP and EGP. EGP learners are thought the second language
in which all the four language skills; listening, reading, speaking, and writing, are equally
stressed. EGP teachers as well as course designers try to strike a balance between
language activities that take into account the teaching of the four skills. Our books, that
we use in our Moroccan public schools of all levels, are divided into thematic unites and
every unit contains reading, listening, speaking and writing lessons. The teachers should
cover all the skill in an equal footing. On the contrary, the skills in ESP classes are
highlighted depending on the needs analysis of the learners. In most cases, much focus is
on the speaking and listening activities. In business meetings, as an example, speaking
skills of negotiations, discussions and persuasion are more important than writing reports
or reading complaining emails. Tourist guides also tend to focus more on the speaking
skill and tend to completely ignore any attempts of teaching reading or writing. So, in
ESP it is a needs analysis that determines which language skills are most needed by the
students, and the syllabus is designed accordingly.
The learners age and educational background are also considered to be among the
differentiating factors. Graham & Beardsley (1986) and Lorenzo (2005) believe that ESP
is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level.
In addition, ESP is generally designed for intermediate or advanced students. Also, Most
ESP courses assume some basic knowledge of the language systems. ESP learners who

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study in higher institutions have already had educational background in EGP during
secondary schooling.
Another highly distinctive feature of ESP is the course content negotiation. The
teacher is not the only person who decides on the course content of the class. Learners
participation is of a paramount importance to the decision concerning the content of the
course. The content of the course is negotiated either between the learners and the trainer
or between the teachers and the sponsoring institution which aims at informing and
training its staff in a specific type of knowledge and performance. Mark Ellis and
Christine Johnson (1994) argue that in the case of job-experienced learners, the
objective for the course and its content will be the product of a negotiating process
between the learner or sponsoring organization and the trainer or training organization.
In most cases, in-service learners have got much more knowledge about their working
area than the trainer does. For this reason, a kind of collaboration between the learners
and the ESP trainers is required to accomplish the course objectives. Teacher often have a
limited knowledge about scientific fields like medicine, engineering, banking or military
services. Hence, learners professional knowledge and experience is crucial to the success
of the course objectives.
As far as the methodological part is concerned, there seems to be no difference
between ESP and EGP teaching methods. Hutchinson and Waters (1992) state that although
there exist several aims and different purposes for learning English, the way of learning may
be the same. Though the content of learning may vary there is no reason to suppose that the
processes of learning should be any different for the ESP learner than for the General
English learner. (Hutchinson and Waters, 1992, p 18). They add that ESP methodology
could just as well have been used in the learning of any kind of English.

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ESP/EGP SIMILARITIES AND DIFFERENCES

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ESP/EGP SIMILARITIES AND DIFFERENCES